100356-01-RMH2-4u - AC 0209

tekLINK
LINK
R OBOTICS AND MATERIALS

HANDLING 2
RoboCell for SCORBOT-ER 4u
Student Activities Book
Catalog #100356 Rev.01
PRELIMINARY EDITION
Copyright 2002 Intelitek Inc.

Catalog No. 100356 Rev. 01
September 2002
Robotics and Materials Handling 2 (SCORBOT-ER 4u) Activities Book
intelitek Inc.
444 East Industrial Park Drive
Manchester, NH 03109-5317
USA
Tel: 603-625-8600
Tel: 800-777-6268
Fax: 603-625-2137
website: www.intelitek.com
email: info@intelitek.com
Table of Contents
Introduction
ABOUT THIS ACTIVITIES BOOK ..................................................................................... XI
SAFETY ......................................................................................................................... XII
Activity 1
Getting Started............................................................................................... 1-1

Objectives ................................................................................................................. 1-1
Skills ......................................................................................................................... 1-1
Materials................................................................................................................... 1-1
Overview .................................................................................................................. 1-2
The Robotics and Materials Handling 2 tekLINK ......................................... 1-2
The RoboCell 3D Image Window.................................................................. 1-2
Procedures ................................................................................................................ 1-8
Task 1-1: Running RoboCell and Opening the Demo 3D model File ................ 1-8
Task 1-2: Identifying Components of RoboCell Software................................ 1-10
Task 1-3: Running a Program............................................................................ 1-11
Task 1-4: Adjusting the View of the Robot Workcell ...................................... 1-13
Task 1-5: Team Discussion and Review ........................................................... 1-17
Task 1-6: Shut Down......................................................................................... 1-17
Academics .............................................................................................................. 1-17
History.......................................................................................................... 1-17
Activity 2
Recording XYZ Positions .............................................................................. 2-1

Objectives ................................................................................................................. 2-1
Skills ......................................................................................................................... 2-1
Materials................................................................................................................... 2-1
Overview .................................................................................................................. 2-3
Control Over the Robots TCP Position ........................................................ 2-3
Cartesian (XYZ) Coordinate System ............................................................. 2-4
Record and Teach Commands ....................................................................... 2-5
Moving a Cube by Recording Four Positions ................................................ 2-7
The Remark Command .................................................................................. 2-8
Procedures ................................................................................................................ 2-8
Task 2-1: Running RoboCell and Importing a 3D Image File ............................ 2-8
Task 2-2: Recording Positions .......................................................................... 2-13
Task 2-3: Programming..................................................................................... 2-20
Task 2-4: Running the Program ........................................................................ 2-26
Task 2-6: Shut Down......................................................................................... 2-27
Academics .............................................................................................................. 2-27
Industrial Applications................................................................................. 2-27
Activity 3
Programming a Continuous Cycle ............................................................... 3-1

Objectives ................................................................................................................. 3-1
Skills:........................................................................................................................ 3-1
Materials................................................................................................................... 3-1
Overview .................................................................................................................. 3-2
Continuous Cycles ......................................................................................... 3-2
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Robotics and Materials Handling 2

Procedures ................................................................................................................ 3-2

Task 3-1: Running RoboCell and Opening 3D model File ................................. 3-2
Task 3-2: Running and Modifying the Previous Program................................... 3-3
Task 3-3: Running the Modified Program .......................................................... 3-6
Task 3-4: Modifying Positions............................................................................ 3-7
Task 3-5: Saving and Running the Program........................................................ 3-8
Task 3-6: Team Discussion and Review ............................................................. 3-9
Task 3-7: Shut Down........................................................................................... 3-9
Academics .............................................................................................................. 3-10
Activity 4
Recording Positions by Sending the Robot to Objects .............................. 4-1

Objectives ................................................................................................................. 4-1
Skills ......................................................................................................................... 4-1
Materials................................................................................................................... 4-1
Overview .................................................................................................................. 4-2
Teaching Positions ......................................................................................... 4-2
Send Robot Commands.................................................................................. 4-2
Stacking Cylinders Using Send Commands................................................... 4-3
Procedures ................................................................................................................ 4-4
Task 4-1: Running RoboCell and Opening the 3D model File ........................... 4-4
Task 4-2: Recording Positions ............................................................................ 4-4
Task 4-3: Programming....................................................................................... 4-6
Task 4-4: Running the Program .......................................................................... 4-6
Task 4-6: Shut Down........................................................................................... 4-7
Academics ................................................................................................................ 4-7
Industrial Applications................................................................................... 4-7
Activity 5
Defining Roll and Pitch Axes ........................................................................ 5-1

Objectives ................................................................................................................. 5-1
Skills ......................................................................................................................... 5-1
Materials................................................................................................................... 5-1
Overview .................................................................................................................. 5-2
Degrees of Freedom ....................................................................................... 5-2
Procedures ................................................................................................................ 5-3
Task 5-2: Modifying Positions #13 and #23 by Calculating and Teaching the Roll
............................................................................................................................. 5-5
Task 5-3: Modifying Position #2 ........................................................................ 5-6
Task 5-6: Shut Down........................................................................................... 5-7
Academics ................................................................................................................ 5-7
Activity 6
Recording Relative Positions ....................................................................... 6-1

Objectives ................................................................................................................. 6-1
Skills ......................................................................................................................... 6-1
Materials................................................................................................................... 6-1
Overview .................................................................................................................. 6-2
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Absolute and Relative Positions .................................................................... 6-2

Using Relative Positions in Programming ..................................................... 6-2
The Wait Command ....................................................................................... 6-4
Procedures ................................................................................................................ 6-4
Task 6-6: Shut Down......................................................................................... 6-10
Academics .............................................................................................................. 6-10
Activity 7
Recording More Relative Positions .............................................................. 7-1

Objectives ................................................................................................................. 7-1
Skills ......................................................................................................................... 7-1
Materials................................................................................................................... 7-1
Overview .................................................................................................................. 7-2
Feeder............................................................................................................. 7-2
Template......................................................................................................... 7-2
Using a Feeder and Template in a Production Process.................................. 7-3
Procedures ................................................................................................................ 7-4
Task 7-3: Programming and Running the Program............................................. 7-5
Task 7-5: Shut Down........................................................................................... 7-6
Academics ................................................................................................................ 7-7
Activity 8
Recording Positions for Peripheral Devices................................................ 8-1

Objectives ................................................................................................................. 8-1
Skills ......................................................................................................................... 8-1
Materials................................................................................................................... 8-1
Overview .................................................................................................................. 8-2
Work Envelope............................................................................................... 8-2
Using a Rotary Table to Stack Cylinders....................................................... 8-3
Procedures ................................................................................................................ 8-4
Task 8-2: Recording Positions for the Robot and Peripheral Devices................ 8-5
Task 8-6: Shut Down........................................................................................... 8-9
Academics ................................................................................................................ 8-9
Activity 9
Recording Positions Using Encoder Values................................................ 9-1

Objectives ................................................................................................................. 9-1
Skills ......................................................................................................................... 9-1
Materials................................................................................................................... 9-1
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Overview .................................................................................................................. 9-3

Encoders......................................................................................................... 9-3
Recording and Storing Positions Using Encoder Values............................... 9-4
Procedures ................................................................................................................ 9-5
Task 9-2: Modifying the Positions and Program................................................. 9-7
Task 9-3: Modifying Positions and Program -- Part 2 ........................................ 9-9
Task 9-4: Running the Program ........................................................................ 9-11
Task 9-6: Shut Down......................................................................................... 9-11
Academics .............................................................................................................. 9-12
Education and Employment Opportunities .................................................. 9-12
Activity 10
Programming the Robot to Execute Linear Movements ............................10-1

Objectives ............................................................................................................... 10-1
Skills ....................................................................................................................... 10-1
Materials................................................................................................................. 10-1
Overview ................................................................................................................ 10-2
Controlling the Robot Trajectory (Linear)................................................... 10-2
Linear Movement ......................................................................................... 10-4
Procedures .............................................................................................................. 10-4
Task 10-1: Running RoboCell and Opening the 3D model File ....................... 10-4
Task 10-2: Recording Two End Positions and Running the Program .............. 10-5
Task 10-3: Recording a Middle Position and Running the Program ................ 10-5
Task 10-4: Recording a Relative Position, Sending the Robot to this Position
Repeatedly and Running the Program............................................................... 10-6
Task 10-5: Using the Go Linear Command and Running the Program ............ 10-7
Task 10-6: Team Discussion and Review ......................................................... 10-9
Task 10-7: Shut Down....................................................................................... 10-9
Academics .............................................................................................................. 10-9
Activity 11
Programming the Robot to Execute Circular Movements .........................11-1

Objectives ............................................................................................................... 11-1
Skills ....................................................................................................................... 11-1
Materials................................................................................................................. 11-1
Overview ................................................................................................................ 11-2
Controlling the Robot Trajectory (Go Circular) .......................................... 11-2
Using the Go Circular and Go Linear Commands to Draw B.................. 11-3
Procedures .............................................................................................................. 11-3
Task 11-2: Recording Positions ........................................................................ 11-4
Task 11-3: Programming................................................................................... 11-4
Task 11-4: Running the Program ...................................................................... 11-5
Task 11-6: Shut Down....................................................................................... 11-6
Academics .............................................................................................................. 11-6
Activity 12
Programming with Subroutines...................................................................12-1

Objectives ............................................................................................................... 12-1
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Skills ....................................................................................................................... 12-1

Materials................................................................................................................. 12-1
Overview ................................................................................................................ 12-2
Inputs and Outputs ....................................................................................... 12-2
Conditional Branching ................................................................................. 12-2
Subroutines................................................................................................... 12-4
Procedures .............................................................................................................. 12-6
Task 12-2: Recording Positions ........................................................................ 12-6
Task 12-6: Shut Down....................................................................................... 12-9
Academics .............................................................................................................. 12-9
Activity 13
More Programming with Conditional Branching........................................13-1

Objectives ............................................................................................................... 13-1
Skills ....................................................................................................................... 13-1
Materials................................................................................................................. 13-1
Overview ................................................................................................................ 13-2
Review of Conditional Branching................................................................ 13-2
Sterilizing Medical Equipment Using the If Input Command ..................... 13-2
On Input Interrupt #_Call Subroutine... ....................................................... 13-3
Procedures .............................................................................................................. 13-4
Task 13-1: Running RoboCell, Opening the 3D model File and Recording
Positions ............................................................................................................ 13-4
Task 13-5: Shut Down....................................................................................... 13-6
Academics .............................................................................................................. 13-6
Activity 14
Advanced Use of Subroutines .....................................................................14-1

Objectives ............................................................................................................... 14-1
Skills ....................................................................................................................... 14-1
Materials................................................................................................................. 14-1
Overview ................................................................................................................ 14-2
Review of Subroutines ................................................................................. 14-2
Advanced Use of Subroutines...................................................................... 14-3
Procedures .............................................................................................................. 14-5
Task 14-1: Running RoboCell, Opening the 3D model File and Loading the
Positions and Program....................................................................................... 14-5
Task 14-4: Shut Down....................................................................................... 14-7
Activity 15
Conclusion ....................................................................................................15-1
Objectives ............................................................................................................... 15-1
Skills ....................................................................................................................... 15-1
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Materials................................................................................................................. 15-1
Overview ................................................................................................................ 15-2
Post-Test....................................................................................................... 15-2
Final Projects ............................................................................................... 15-2
Procedures .............................................................................................................. 15-2
Task 15-1: Final Projects .................................................................................. 15-2
Task 15-2: Shut Down....................................................................................... 15-3
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Introduction
About this Activities Book

This Activities Book is a lab manual that contains 15 Activities, each of which can be
completed in one 45-minute lab session.
At the beginning of each activity you will encounter several lists:
Objectives are the goals you will achieve.
SCANS Skills are the competencies you will develop.
Materials are the specific items you will need for each activity.
The Overview introduces you to the subjects you will explore in each activity.
The Procedures contain a series of Tasks, or operations. The first time an operation is to
be performed, instructions are given in a tutorial manner. In subsequent tasks you should
be able to perform these operations without guidance.
Many tasks are best performed when each team member takes on a different role. One
student may, for example, handle the hardware while another student manages the
software. The activities are designed so that team members can switch roles and repeat
tasks, thereby allowing everyone more hands-on time.
Questions and tables for entering results and observations appear throughout the tasks.
Questions for discussion and review conclude each activity. All questions and tables are
printed on a set of Worksheets supplied with this book. Record your answers in the
worksheets, or as directed by your instructor. Do not write in this book.
The Academics section at the end of each activity contains enrichment material, such as
industrial applications and opportunities, or the scientific background upon which the
tekLINK technology is based.
In AMT tekLINKs that include hardware (e.g., panel, robot), you will be directed to
perform inventory and safety checks at the beginning of every working session, and to
shut down the system properly at the end of each activity.
In AMT tekLINKs that utilize software, it is assumed that you are familiar with the PC
and are comfortable working in the Windows/DOS operating environment. However,
instructions are explicit enough to allow novices to use the tekLINK's specific software.
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xi

Safety
You will work offline in the Robotics and Materials Handling 2 tekLINK so safety
should not be an issue. However should your laboratory also include robotics and
materials handling hardware, it is imperative that you make sure that the equipment is
offline before beginning the tekLINK. Previous users may have left the system online
which could cause a potentially dangerous environment for both the human operators and
equipment.
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Activity 1
Getting Started
Before you begin this activity, take the Pre-Test according to your
teacher's instructions. Allow 15 minutes for the test.
The purpose of this Pre-Test is to measure your knowledge and skills in
the field of Robotics and Materials Handling. This test will not affect your
tekLINK grade! When you have finished the test, please hand it in to your
teacher. Then proceed to this activity.
OBJECTIVES
In this activity you will accomplish the following:
Measure your knowledge of robotics and materials handling.
Identify components of RoboCell software.
Describe the advantages of using simulation software.
Load and run a robotic program.
Control viewing options in the simulated robotic cell.
SKILLS
In this activity you will develop the following skills:
Academic & Employability:
!
Operate lab equipment according to safety regulations.
Document inventory and safety procedures for lab set-up and shutdown.
Identify historical development of robotics technology.
Occupational & Technical:

!
Run a sample robotics simulation program.
Adjust the views of the robot workcell.
MATERIALS
In this activity you will need the following materials:
Computer with RoboCell software
Pre-Test and Pre-Test answer sheet
Worksheets for Activity 1
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OVERVIEW
The Robotics and Materials Handling 2 tekLINK

In the Robotics and Materials Handling 2 tekLINK, you will learn to
program a virtual robot using the SCORBASE programming language,
which is part of the RoboCell robotic simulation software package. To
After programming, you will observe how a virtual robot performs your
program commands.
Simulation software, which is becoming increasingly popular in the world
of computer technology, can be used in a number of manners. New
automobile drivers, for example, can experience tricky road conditions
without fear for their safety; jet fighter pilots can attack virtual targets
without any risk and at considerably low cost.
In this tekLINK, RoboCell software will enable you to write programs, and
then test their execution by using a virtual robot. Such simulation
capabilities will help reduce the cost in planning your final industrial
robotic system, as well as significantly reduce the risk of accidents or
failures.
RoboCell is a software package that integrates SCORBASE robotic
software with a 3D Image module. Every project in RoboCell is composed
of three files that usually bear the same name with a different extension:
By default, positions and program files are saved in one combined
operation and have the same name with different extensions.
A file, with the 3DC extension, containing the data regarding the robot
cell. After loading a 3D model file, the 3D Image window shows a

graphic image of the cell.
When the SCORBASE program is executed, the virtual robot will move
within the defined workcell, according to the program positions and
commands.
The RoboCell 3D Image Window

The RoboCell 3D Image Window simulates a video camera output screen.
The camera is controlled by the user to focus in on a clear, centered view
of the cell and robot actions. The user has several options to control the
camera, such as:
Top View - places the camera on top of the cell at the center of the image.
Redirect Camera - allows the user to define a position that will be in
the center of the image.
Zoom In/Zoom Out - zooms in and out of the image by pressing the
right mouse button and moving it forward or backward.
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Rotating the Image - rotates the view of the image by pressing the right
mouse button and moving it to the right/left.
Moving the Camera Up/Down - use the windows scroll bar to adjust
the viewing angle of the image.
Figure 1-1
SCORBASE Toolbar
Figure 1-2
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Stop
Immediately stops program execution and

movement of all axes.
New
Opens a new, untitled project.
Open
Opens an existing project.
Save
Saves the currently active project.
Run single
line
Executes the selected (highlighted) program

line.
Run single
circle
Executes the program from the selected

(highlighted) program line, to the end of the
1-3

program..
Run
continuously
Executes the program from the selected

(highlighted) program line. When the last
program line is reached, the program starts
again from the first line.
Search Home
Search Home for all axes
Control On
Enables servo control of the axes.
Control Off
Disables servo control of the axes. When

control is off, axes cannot be moved.
Pause
Stops program execution after the current line

is executed.
Charts
Opens the Charts window
Level 1
Displays list of commands and options at

introductory level. Commands related to
higher level are disabled.
Level 2

advanced level. Commands related to higher
level are disabled.
Pro

professional level. At this level, all options
and commands can be activated.
3D Image Toolbar
Figure 1-3
Reset
Reloads the currently open 3D model file. The

robot and all peripheral axes assume their
home positions. All objects return to their
original positions. The graphic display returns
to its default view.
Selecting Reset Model while a robotic
program is running will interrupt its
execution, but will not stop or reload the
program. You must select the SCORBASE
Stop command, and then bring the cursor to
the first line of the program before resuming
program execution.
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Redirect
Camera
Allows you to select a different focal point in

the graphic display of the cell. To change the
center point of the graphic display window,
select Redirect Camera and then click on any
point in the scene. It now becomes the center
point of the graphic display.
Follow-me
Camera
When selected, the camera follows a specific

focal point. This function is similar to
Redirect Camera, only automatic and
continuous.
This function is particularly useful for
following the motions of the robot gripper.
But it can also be used to track any object in
the cell, such as a cube that is being moved.
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Drag
Allows you to move the robot screen in a

desired direction. Clicking on this icon and
dragging the mouse to the left will drag the
entire scene within the window to the left.
Top View
Displays an overhead view of the cell.
Save Camera
Saves the current view of the cell. The graphic

display will show this view whenever you
select Reset Model or Restore Camera
Position, or when the 3D Image file is loaded.
Names
When selected, a label appears on the object

showing its name.
Positions
When selected, a label appears on the object

showing its position. The coordinates indicate
the center point of the object relative to the
cell's point of origin.
Path
When selected, a line showing the path of the

gripper will be drawn on the screen whenever
the robot moves. Clear this menu option to
stop the display of the path.
Clear Path
Removes the robot path drawn on the screen.
1-5

Send Robot to
Object
Moves the robot (gripper) to an object in the

cell. Be sure the gripper is open before using
this command.
First select Send Robot to Object, then click
on the target object. By default, the gripper
will move to a point that is 10 mm above the
object's position.
Send Robot to
Point
Moves the robot (gripper) to any location in

the cell. It is similar to the Send Robot to
Object command, but allows you to send the
robot to any point on any object in the cell.
When you click on an object, such as the
table, the target point is the point where you
click, not the object's position.
First select Send Robot to Point, then click on
the target point. By default, the gripper will
move to a point that is 10 mm above the point
selected.
Send Robot to
Above Point
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1-6
Moves the robot (gripper) to a point above

any selected location in the cell. First select
Send Robot Above Point, then click on the
target point. By default, the gripper will move
to a point that is 150 mm above the target
point.

PROCEDURES
Task 1-1: Running RoboCell and Opening the Demo 3D model File
1. Turn on the computer.
2. Run RoboCell by doing one of the following:
!
Click Start | Programs | RoboCell for ER 4u |

RoboCell for ER 4u.
Click on the RoboCell for ER 4u icon.
The opening screen appears.
Figure 1-4
In order to create a new robotic program or run an existing program,

you must open a project. A RoboCell project contains a program (SBP
file), user-defined positions (PNT file), a 3D cell image file (3DC file)
and a project data file (WS file). Throughout this tekLINK, the term
project will refer to the program positions and image files saved by
the user as one entity.
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3. Load an existing RoboCell project as follows:
Figure 1-5
!
Select File | Open Project or click on the Open Project icon.
Select the file Er4cell1.

This file is a *.ws file, which contains both a robot program, saved
positions and 3D Image of a robotic cell.
Select Open to confirm.
Several windows and dialog boxes appear on the screen. The program
appears in the window in the upper left corner of your screen. The 3D
cell image appears on the right side of the screen.
In the 3D Image window, a robot stands on a table. In front of the
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robot are three red cylinders and three green cubes.

Figure 1-6
Task 1-2: Identifying Components of RoboCell Software

1. From the following figure, identify the following in the RoboCell
software screen and label them on the picture shown in your

worksheet:
!
RoboCell window
RoboCell toolbar
RoboCell menu
Program window
Program toolbar
3D Image window
3D Image toolbar
Workspace window
Manual Movement dialog box
Teach Positions dialog box
XYZ View
Status bar
Figure 1-7
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Task 1-3: Running a Program

A SCORBASE program is composed of simple commands and positions.
The program commands can be executed line-by-line, one cycle at a time
or non-stop continuously. In this task, you will order the robot to execute
one cycle of the program and stop at the end.
1. From the Program window, click on the first line of the program.
2. From the RoboCell toolbar, click on the Run a Single Cycle icon.
The robot moves to the nearest cylinder, picks it up and places it on the
table between the cylinders and the cubes. Then it moves to the second
cylinder picks it up and places it on top of the first. Afterwards it
places the third cylinder on the previously stacked two cylinders. It
then repeats this process with the green cubes. When all cylinders and
cubes are stacked, the robot systematically unstacks them.
Program execution will take some time. Answer the following
questions as you watch the program execution. Should you wish to
pause the robot at any time, simply click on the Pause icon. Reclick on
the Run Single Cycle icon to restart the program.
Q Describe what the robot does with the red cylinders.
Q Describe what the robot does with the green cubes.
Q Describe what the robot then does with the green cubes and red
cylinders.
Q Describe what the robot does after placing the last cube.
Q What will the robot do if Run a Continuous Cycle execution mode is
selected?
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Task 1-4: Adjusting the View of the Robot Workcell

Imagine that the image shown in the 3D Image window is the output of a
video camera installed in the robot workcell. In this task, you will control
the camera position, zoom and output.
1. Click on the Run a Single Cycle icon in the RoboCell toolbar.
The program starts again. While the SCORBASE program is being

executed (and the robot is moving), you will use some of the camera
control options. Controlling the camera will not interfere with the
program execution.
The remaining steps in this task will all be performed from the 3D
Image menu.
2. Select 3D Image | Top View or click the Top View icon.
This command places the camera in the center of the cell ceiling facing
downwards.
Figure 1-8
3. Place the cursor anywhere inside the 3D Image window.
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4. Hold down the right mouse button and move the mouse forward. The
cursor turns into a magnifying glass.

Your action is similar to a video camera zoom in feature. The zooming
in is performed so that the center of the cell stays in the center of the
camera output image.
Figure 1-9
5. Hold down the right mouse button and move the mouse backward.
This action is similar to the zoom out feature.
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6. From the 3D Image menu, select 3D Image | Camera | Redirect
Camera or click the Redirect Camera icon.

The cursor turns into a magnifying glass with an arrow.
Figure 1-10
7. Click on one of the green cubes.
The selected box has now been moved to the center of the window.
This feature enables you to determine the object (or position) that will
be in the center of the image.
8. Deactivate the Redirect Camera feature by re-clicking on the depressed
icon.
9. Place the cursor anywhere inside the 3D Image window.
10. Hold down the right mouse button and move the mouse forward.
Now the zoom in feature is performed so that the selected box stays in
the center of the camera output image.
11. Hold down the right mouse button and move the mouse backward.
12. Place the mouse cursor anywhere in the window.
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13. Hold down the right mouse button and move to the right and left.
This rotates the displayed image. The center of rotation is the position
selected when you executed the Redirect Camera command.
Figure 1-11
14. Move the scroll bar up and down.
This moves the camera up and down, changing the viewing angle.
Figure 1-12
Throughout this tekLINK, you will learn to adjust the viewing tools in
order to find the most comfortable viewing angle and position for you.
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Task 1-5: Team Discussion and Review

The only viewing tool not discussed in this activity is the FollowMe Camera feature.
Q What do you think will happen if this feature is selected?
Hint: After selecting this tool, click on one of the objects in the window
(cylinder or cube) and run the program.
Task 1-6: Shut Down
Exit RoboCell software by doing one of the following:
Select File | Exit.
Press Alt + F4
From the Title-bar, click on the application icon and select Close.
ACADEMICS
History
Robots and Automated Machines
The term robot originates from the Czech word robota, meaning
compulsory labor. It was first used in the 1921 play R.U.R. (Rossum's
Universal Robots) by the Czech novelist and playwright Karel Capek. The
word robot has been used since to refer to a machine that performs work to
assist people or work that humans find difficult or undesirable.
The concept of automated machines dates to antiquity with myths of
mechanical beings brought to life. Automata, or manlike machines, also
appeared in the clockwork figures of medieval churches, and 18th-century
watchmakers were famous for their clever mechanical creatures.
The development of the multijointed artificial arm, or manipulator, led to
the modern robot. A primitive arm that could be programmed to perform
specific tasks was developed by the American inventor George Devol, Jr.,
in 1954. In 1975 the American mechanical engineer Victor Scheinman,
while a graduate student at Stanford University in California, developed a
truly flexible multipurpose manipulator known as the Programmable
Universal Manipulation Arm (PUMA). PUMA was capable of moving an
object and placing it with any orientation in a desired location within its
reach. The basic multijointed concept of the PUMA is the template for
most contemporary robots.
from "Robot," Microsoft Encarta 97 Encyclopedia. 1993-1996
Microsoft Corporation. All rights reserved.
Activities Book
0209
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Activity 2
Recording XYZ Positions

OBJECTIVES
Define the term Tool Center Point (TCP).
Define the robot Cartesian axes system.
Record several robot positions.
Teach several robot positions.
Program and execute a basic robot program.
SKILLS
!
Identify industrial applications of simulation software.

!
Use robotics control software to manually move the robot along the
XYZ axes.
Write a robotics program to run simulation and describe results.
Analyze procedures for safety and quality.
Utilize troubleshooting skills to improve the production process.
Identify and use components of robotics simulation software.
Describe quality issues resulting from improper procedures.
MATERIALS
Diskette or personal subdirectory on computer hard drive
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0209
2-1

OVERVIEW
Control Over the Robots TCP Position

A robot can be defined as a computer controlled machine that is
programmed to move, manipulate objects, and accomplish work while
interacting with its environment. The great advantage of robots is their
ability to perform repetitive tasks quicker, cheaper and more accurately
than humans can.
A robot system is made up of the following elements: the manipulator
arm, end effector (the gripper or tool mounted on the end of the arm),
robot controller and a computer for programming the robot.
Figure 2-1
In RoboCell, the end effector of the virtual robot will always be a gripper
(Figure 2-2). In industry, however, real robot systems can perform specific
tasks by connecting special tools to the robots arm in place of the gripper.
Building the optimal tool for a robot is probably one of the most difficult
and creative tasks of a robotic engineer. Tools enable robots to perform
tasks such as welding, painting, screwing and carrying objects.
Activities Book
0209
2-2

Figure 2-2
Control over the robot is therefore based on controlling the location,

position and movements of the tool attached to the robot arm. The control
system monitors and controls the location and speed of one point in
particular, known as the Tool Center Point or, in short, TCP.
Cartesian (XYZ) Coordinate System

A robots TCP position is specified by a Cartesian, or XYZ, coordinate
system. In a Cartesian coordinate system, each point has a singular and
unique name that is made up of three numbers (also known as the points
coordinates). The first number represents the distance of the point along
the X-axis, the second the distance of the point along the Y-axis and the
third along the Z. The sign of the coordinates (+ or -) indicates its direction
along each axes.
Figure 2-3 shows a position in a three axes system.
Figure 2-3
Note that in an XYZ coordinate system, the coordinates of the origin

(where each of the axes intersect) are (0,0,0). Two different points will
always have different coordinates.
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2-3

In the robot system, the center of the robot base (on the table) is defined as
the origin. Therefore, moving the TCP:
Up/down is considered movement along the Z-axis.
Right/left is considered movement along the Y-axis.
Away from/towards the robot base is considered movement along
the X-axis.
Record and Teach Commands

Although the terms Teach and Record are often used interchangeably in
robotics, RoboCell software makes the following distinction:
The Record Position command is used to record the current TCP
position as a position to be used for programming. Use this command

if you do not know the accurate coordinates of a position you want to
use in your program. As you will see during the coming activities,
moving the tool to an exact desired position can be quite difficult.
The Teach Position command is used to designate a TCP position by
entering the coordinates (and angles) of the tool. Use this command if
you know the accurate coordinates of a position you want to use in
your program.
The Teach Position function is most effectively used for position

modification, that is, for changing, only one of the coordinates of a
position. You can use it to adjust a positions location. Or you can use the
coordinates of an existing position to create a new position whose
locations differs only slightly from the first.
In this activity, you will use the Record command to record position #1.
Then you will modify the recorded position coordinates and use them to
Teach the next three positions.
Teach Positions Dialog Box
In RoboCell, you will record and teach positions using the Teach Positions
dialog box. Figure 2-4 shows the Simple version of that dialog box.
Figure 2-4
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0209
2-4

Figure 2-5 shows the Expanded version of that dialog box.
Figure 2-5
In this activity, you will explore the following functions of this dialog box:
Function/Icon/Field
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0209
Description
Position Number
Allows you to assign a numerical name for a

position.
Record
Records the current robot position (in joint

coordinates) to the position displayed in the
position number field.
Expand
Opens the Teach Positions (Expand) dialog

box.
Go Position
Executes the Go Position command. Sends

the axes to a selected position.
X(mm), Y(mm), Z(mm),

Pitch (deg.), Roll (deg.)
Fields for displaying or changing the

Cartesian coordinates of the selected
position.
Get Position
Displays the Cartesian coordinates of the

selected position.
Teach
Teaches position using Cartesian

coordinates system.
Simple
Returns to Simple teach position dialog box.
2-5

Moving a Cube by Recording Four Positions

In this activitys robotic cell, a cube will initially be located on a table next
to a robot. You will program the robot to move the cube backwards
100 millimeters to a new position (shown in Figure 2-6).
Figure 2-6
As you may notice from the figure, positions numbering is done in such a
manner as to help you better remember specific locations. All positions on
the table level are given one digit numbers (e.g. positions #1 and #2).
Positions directly above the one digit positions are named by adding ten to
the number of the position they are above (positions #11 and #12).
In order for the robot to move the cube, you must do the following:
Find the location of the cube in the Cartesian system and define its
location as position #1.
Define the next three positions (#11, #12, and #2) through which the
robot will move the tool (with the cube).
Write a program that will instruct the robot how to perform the job.
The program will do the following:

Open the gripper
Move to position #11 fast (the tool is not sent directly to position
#1; instead it will approach the cube from a position above it)
Move to position #1 slow (to prevent damage and increase accuracy)
Close the gripper
Move back to position #11 fast
Move to position #12 fast
Move to position #2 slow
Open the gripper
Move back to position #12 fast
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0209
2-6

The Remark Command

User comments are commonly inserted into robot programs using the RE
Remark command. Remarks do not affect program execution and are
useful for program execution, maintenance and debugging.
In this tekLINK, every program you write will begin with four remarks,
creating a headline documenting the contents of the program. The
following example shows how all programs should begin:
1
2
3
4
Remark: ************************************
Remark: ACT#
Remark: ************************************
Remark: ACTIVITY NAME
Remarks are added using the Remark dialog box (Figure 2-7).
Figure 2-7
PROCEDURES
Task 2-1: Running RoboCell and Importing a 3D Image File
1. Run RoboCell for ER 4u.
2. Every SCORBASE program is part of a project, which can also
include the user-defined positions, project data and 3D model files. In

order to write your first SCORBASE program, you must open a new
project.
To open a new project, do one of the following:
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0209
Select File | New Project.
Click on the New Project icon.
Press [Ctrl] + N.
2-7

The RoboCell screen now appears as shown Figure 2-8.
Figure 2-8
3. You now need to open a 3D image model for this project.
Select File | Import 3D Model.

The Import 3D Model dialog box opens.
Figure 2-9
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0209
Double click on the RMH2 folder to open that folder.
Select the 3D model file ACT02.3DC and click OK.
2-8

Figure 2-10
A 3D image opens, displaying the SCORBOT-ER 4u robot centered on

a table with a red cube placed in front of it.
Figure 2-11
4. You now need to arrange the windows in positions optimal for viewing
the 3D Image and teaching/recording positions.

5. Select Window | Simulation & Teach to arrange the windows.
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2-9

You screen should now look like Figure 2-12.
Figure 2-12
6. Select 3D Image | Top View or click on the Top View icon.
This feature displays an overhead view of the cell.
Figure 2-13
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0209
2-10

7. Select 3D Image | Show Origin to see the point of origin (0,0) of the
cell (at table level). The positions of all objects in the cell are defined
as relative to this point of origin.
If the X and Y labels dont appear unobstructed in the window, zoom
in/out or change the viewing angle to seem them (Figure 2-).
Figure 2-14
8. Select 3D Image | Camera | Redirect Camera or click on the
Redirect Camera icon.

The cursor turns into a magnifying glass with an arrow in its left-hand
corner.
Click on the red cube to make it the focal point of the window.
This feature allows you to select a different focal point in the 3D
Image window.
9. Deactivate the redirect camera function by doing one of the following:
!
Reselect the menu option.
Re-click on the Redirect Camera icon.
10. Use the zoom features and the scrollbar to see a clear view of the cube
and the robot gripper.
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0209
2-11

Task 2-2: Recording Positions

1. Click in the Manual Movement dialog
box (in the lower left-hand corner of

the screen) to make it active.
The Manual Movement dialog box
allows you to assume direct control of
the robot and peripheral axes. By
clicking with the mouse on the
buttons in the dialog box, or pressing
keys on the keyboard, you can move the axes.
Figure 2-15
2. In the Manual Movement dialog box,
do the following:
!
Select XYZ. This option, located

on the left side of the Manual
Movement dialog box, allows you
to move the TCP along the X, Y
and Z axes.
Figure 2-16
!
!
Click the Open Gripper button to open the robot gripper.

Take a moment to familiarize yourself with the Manual Movement
dialog box.
The following chart explains how clicking the buttons (or pressing
the keys on the keyboard) moves the robot:
Keys
TCP Motion
1/Q
TCP moves along the X+ and X- axes.
2/W
TCP moves along the Y+ and Y- axes.
3/E
TCP moves along the Z+ and Z- axes.
4/R
TCP rotates around the Y-axis.
5/T
TCP rotates around the Z-axis.
In this setup, the cube was placed so that its Y coordinate is zero. Since
the initial Y coordinate of the gripper is also zero you only need to
manipulate the robot along the X and Z-axes.
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0209
2-12

3. Using the buttons/keys in the Manual Movement dialog box, you will
now move the TCP along the X and Z axes until the cube is between
the open jaws of the gripper. Be sure that the gripper tips do not touch
the table or the cube.
!
!
Click 1 to move the tool slightly forward (along the X-axis).

Click E to lower the tool (along the Z-axis). Make sure that the
tool is always slightly above the cubes upper plane.
When you are close to the cube click in the speed field from the Manual
Movement dialog box and set the speed to 1 (the slowest speed).
Move the tool up/down and backward/forward until the cube is
located between the grippers open jaw. Using the viewing tools,
rotate the picture to be sure.
Click the Close Gripper button to close the gripper
and make sure that the cube is in the center of its
open jaws.
Then click the Open Gripper button to open the robot gripper.
The robot is now in position #1 and you will record this position.
4. Click in the Teach Positions (Simple) dialog box, located to the right
of the Manual Movement dialog box, to make it an active window and

then do the following:
!
!
In the Position Number field, enter 1.

Then click the Record Position button to record the
robots current position as position #1.
Figure 2-17
Position #1 is now recorded. You will now teach the next three
positions required for the required task.
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0209
2-13

Click the Expand button.

The Teach Positions (Simple) dialog box will expand to a version
(Expand) containing more options.
Figure 2-18
!
Click the Get Position button.

The coordinates of the current TCP position (recorded as position
#1) appear in corresponding fields in the dialog box.
Note that your coordinates may slightly vary from the ones shown
in the figure.
Figure 2-19
5. In your worksheet, record the X, Y and Z coordinates of position #1 in
the table.
Position #
1
11
2
12
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0209
2-14

6. In Table 2-2 in your worksheet, copy the X and Y coordinates of
position #1 to position #11.

7. Add 40 to the Z coordinate of position #1 and record it in Table 2-2 as
the Z coordinate of position #11.

8. In the Teach Positions (Expand) dialog box, do the following to teach
the coordinates for position #11:

!
In the Z (mm) field, enter the new value for Z you recorded in the
table and leave all other coordinates intact.
Click the Teach button.

You have now taught position #11.
Figure 2-20
9. Click the Go Position button.
The TCP moves to the new position.
Figure 2-21
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0209
2-15

10. In the Position Number field re-enter/select 1.
Click Go Position again. The robot moves back to the position

previously recorded as position #1.
11. Using the Position Number field and the Go Position button, return the
robot to position #11.


!
In the Position Number field, enter/select 1 and click Go Position.
Click Get Position. The coordinates of position #1 are displayed.
In Table 2-2 on your worksheet, copy the Y and Z coordinates of

Subtract 100 from the X coordinate of position #1 and record it in
the table as the X coordinate for position #2.
In the X (mm) field, enter the new X coordinate and leave all other
coordinates intact.
Click the Teach button to teach this position as position #2.
Figure 2-22
Activities Book
0209
Make sure that the robot gripper is open.
Click Go Position. The robot moves to the newly recorded position #2.
2-16


!
Make sure that the Position Number field is set to 2 and click the Get
Position button. The coordinates of position #2 appear in the box.
In Table 2-2 on your worksheet, copy the X and Y coordinates of
Add 40 to the Z coordinate of position #2 and record it in the table
as the Z coordinate for position #12.
In the Z (mm) field, enter the new Z coordinate and leave all other
coordinates intact.
Click the Teach button to teach this position as position #12.
Click Go Position. The robot moves to the newly recorded position

#12.
You have now recorded all four positions.
Click Simple to minimize the dialog box.
14. You will now save the positions that you recorded into a project file.
!
Select File | Save Project As.

The Save Project dialog box opens.
Figure 2-23
!
Activities Book
0209
Save the file as USER2 (where USER is replaced by four

characters which identify either the individual student or team; e.g.,
JFOX5, BLUE5).
2-17

If instructed to save the file to your personal diskette, select a:\

from the drop-down menu in the Save in: (where a is your floppy
disk drive).
If instructed to save the file to a personal subdirectory , be sure to select
the directory path from the Save in: (e.g., c:\blue\blue5).
Do not use a file name extension. RoboCell adds the WS extension
automatically to create the program and positions files.
If the file already exists, an error message will appear. Consult with
your teacher about whether to overwrite the previous file or save it
under a different name.
Click Save.
The USER2 project file now contains the positions that you just
recorded.
15. Click in the Workspace window.
16. The project you just saved now appears in the Project tab window
(Figure 2-16).
Figure 2-24
17. Open the USER2 tree by double-clicking on USER2 or clicking on the +.
18. Note that the project USER2 is composed of a program file, positions
file and a 3D image file.
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0209
2-18

Figure 2-25
19. Double-click on Positions user2 to view the positions you just
recorded.
Figure 2-26
Q How do the coordinates shown in the window compare with the
coordinates you recorded in Table 2-2?

Q What other types of information does the window present?
Q Why cant you order the robot to move the cube directly from position #1
to position #2?
20. Close the Positions window.
21. Return the robot to its initial position by doing one of the following:
!
Select 3D Image | Reset Model.
Click on the Reset Model icon.
The Reset Model function returns all objects in the robotic cell to their
original positions. The robot and peripheral objects assume their home
positions. And the 3D Image returns to its default view.
Task 2-3: Programming
In this task, you will program the robot according to the specifications
designated in the Overview.
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0209
2-19

1. Select Window | Teach & Edit.
The RoboCell screen divides into two primary windows, as shown in

Figure 2-27. The left window is blank and will contain the untitled
program you are about to write. On the right is the Workspace window
with the Command tab open. The Command List contains three
categories, under which all SCORBASE commands are listed.
To select a command, open a category and then double-click on the
command. It will then be added after the cursor in your current program. If
the command requires parameters, a relevant dialog box will open. Some
commands have shortcut icons in the Program window toolbar.
Figure 2-27
2. From the Program Flow section of the Command List, double click on
Remark.
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2-20

Figure 2-28
The Remark dialog box opens.
Figure 2-29
3. In the Text field, enter a line of asterisks (*********************).
This headline will start every program you write.

Click OK to accept.
4. Click again on the Remark command.
In the Text field, enter Activity 2 to indicate the activity number in

which the program was created.
Click OK to accept.
5. Add a remark indicating the name of the activity, Recording XYZ
Positions.
Click OK to accept.
6. Again add a remark with a line of asterisks.
Click OK to accept.
7. Click on the Open Gripper icon in the Program window.
The Open Gripper command appears in the Program window.
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8. Click on the Go Position icon in the Program window.
The Go to Position dialog box opens.
Figure 2-30
!
In the Target Position field, enter/select 11 (position #11).
Select Fast for the speed.
Then click OK to close the dialog box.
Figure 2-31
9. Add the Go Position command again, setting the target position to 1
and the speed to 1 (the slowest speed).

10. Click on the Close Gripper icon in the Program window.
11. Click on Go Position. Set the Target Position to 11 and the speed to
fast.
12. Click on Go Position. Set the Target Position to 12 and the speed to
fast.
13. Add a command moving the robot to position #2 in speed 1.
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0209
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14. Double click on Open Gripper from the Command List.

15. Add a command moving the robot to position #12 fast.
16. Compare the program you just wrote with the following:
1
2
3
4
5
5
7
8
9
10
11
12
13
Remark: **************************
Remark: Activity 2
Remark: Recording XYZ Positions
Remark: **************************
Open Gripper
Go to Position 11 fast
Go to Position 1 speed 1
Close Gripper
Open Gripper
17. Save the project by doing one of the following:

!
Select File | Save.
Click on the Save icon.
Task 2-4: Running the Program

1. Select Window | Run Screen.
Your screen divides such that the program appears on the left and the
3D Image appears on the right (Figure 2-32).
Figure 2-32
2. Click on the first line of the program.
3. Click on the Run Single Line icon or press F6.
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2-23

As you learned in the previous activity, one line of the program will be
executed each time you select this icon or press F6.
4. Continue running the program to the end by clicking repeatedly on the
Run Single Line icon.

5. When you have run a full cycle of the program, select 3D Image | Reset
Model.
The cell will return to its initial position.
6. Click on the first line in the program to ensure program execution will
start from the first command (Open Gripper).

7. Click the Run Single Cycle icon or press F7.
A full single cycle of the program will be executed each time you press
this icon/key.
Q What would happen if you clicked the Run Single Cycle icon again,
without resetting the 3D model?

Task 2-6: Shut Down
1. Exit RoboCell.
ACADEMICS
Industrial Applications
Simulation Software
Whatever the application in robotics, it is essential to ensure that the
investment, training and operation in any factory automation project is
both thoroughly researched and accurately implemented.
With the introduction of simulation software, these prerequisites can be
achieved with considerable savings to the small and medium sized
customer, without sacrificing quality, but achieving economy of scale.
Simulation provides an efficient interactive graphical environment in
which to improve the way industrial robots are programmed. Everincreasing numbers of robot installations are now being planned using
computer simulation. Only a few years ago the cost of technology to
achieve these aims was prohibitive for all but the largest organizations.
However, simulation, calibration and programming of industrial robots is
possible even on a standard low-cost PC compatible computer.
Simulation software was primarily intended as a visualization aid for those
engineers and managers involved in the process of designing and
Activities Book
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2-24

debugging new or existing robot installations. Benefits such as the ability

to detect off-line collisions between robots and objects, and ability to
evaluate and optimize the time taken for a sequence of movements off-line
have proved major incentives for the investment in robot simulation.
Simulation has now a major impact on the type of software supplied with
robots to users, with most major manufacturers taking a strong interest in
marketing their own branded simulations or off-line programming
systems. The graphical interface and user friendliness of simulation
software has highlighted the inadequacy of todays user-hostile text based
robot operating systems. Simulation software is capable of running many
different robots from different suppliers in the same workcell. It is now
possible to use a graphical simulation system used as a robot operating
system with a simple "point and click" selection of robot target positions.
New robot tasks can be programmed in a matter of minutes instead of days
or weeks.
http://www.rosl.com/taisem.htm
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Activity 3
Programming a Continuous Cycle

OBJECTIVES
Write a program that can be executed continuously.
Adapt a written program for a different task.
SKILLS:
!
Identify industrial applications of virtual reality.

!
Write a robotics program that implements a continuous cycle.
Write commands needed to return the robot to its original position.
Modify the design of the program to improve the design process.
Implement modifications to meet changes in design criteria.
Monitor and analyze the operation of the system to correct the

process.
MATERIALS
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3-1

OVERVIEW
Continuous Cycles
In this activity, you will load the program and cell you saved in the
previous activity and modify it such that the robot will also return the cube
back to its initial position (position #1). Because the robot and peripheral
equipment will always return to their initial positions, you will be able to
run a continuous cycle of the modified program. A continuous cycle is a
cycle that can be operated continuously without having to reset the cell.
You will then load a different robotic cell in which the cube is placed 70
millimeters away from its previous initial position. You will learn how to
modify an existing program and/or its recorded positions to accommodate
a different robotic 3D model. You will then run this modified program as a
continuous cycle, as well.
PROCEDURES
Task 3-1: Running RoboCell and Opening 3D model File
1. Turn on the computer
2. It is important that while running RoboCell, no other programs are
running in the background.

3. Run RoboCell.
4. Load the project USER2, which you saved in the previous activity.
Figure 3-1
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0209
3-2

5. In this activity, you will modify the program from Activity 2. To
ensure that you do not record over your Activity 2 files, resave this
project as USER3a.
Select File | Save Project As to save the project as USER3a.
6. View the 3D Image from above by doing one of the following:
!
Select 3D Image | Top View.
Click on the Top View icon.
7. Redirect the camera to the red cube on the table.
Dont forget to deactivate the redirect camera function.

8. Use the zoom in features and scroll bars in order to clearly view the
cube and robot gripper.

Task 3-2: Running and Modifying the Previous Program
1. From the SCORBASEpro menu, select Window | Run Screen.
Note that the command being executed is highlighted in the Program

window.
3. While the robot is moving the cube, fill in the commands executed by
the robot in Table 3-1 on your worksheet.

Table 3-1
Line #
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0209
Command
3-3

Q Should you record more positions if you want the robot to return the
cube to position #1?

Q How can you modify the program so that the robot will return the cube
to its initial position?

4. In Table 3-2 of your worksheet, fill in the commands required to move
the cube back to position #1.

Table 3-2
Line #
Command
5. Select Window | Teach & Edit to begin programming.

6. Add the commands from the table to your program.
Remember to change the remark commands in the beginning of the

program to fit this activity (Activity 3 and Programming a
Continuous Cycle).
7. Save the file again by doing one of the following:
!
Click File | Save.
Click the Save icon.
Task 3-3: Running the Modified Program

1. Select Window | Run Screen to optimize the screen for running a
simulated program.
2. Reset the robotic cell (select 3D Image | Reset Model or click on the
Reset Model icon).

3. Click on the first line in the program to ensure that the program will
run from the beginning.

4. Click the Run Single Cycle icon (F7).
5. Observe the actions of the robot in the 3D Image window.
You have now created a continuous cycle. By programming the robot

to return the cube to its initial position, the program can now run
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3-4

continuously without having to reset the cell between cycles. You will
no longer get the impact error messages encountered in the Team
Discussion and Review of Activity 2.
6. To run the program in continuous mode, do one of the following:
!
Select Run | Run continuously.
Click the Run Continuously icon
Press F8.
7. After observing the program execution twice, stop the program by
doing one of the following:

!
Select Run | Stop.
Click the Stop icon.
Press F9.
Task 3-4: Modifying Positions

RoboCell currently displays a cell and program, in which the robot is
commanded to take a cube from its initial position (marked as position #1)
and move it back 100 millimeters to a location called position #2.
You will now load a new cell, ACT03b.3, in which the cube is initially
located 70 millimeters away (on the Y-axis) from its initial position in
ACT02.
1. Select File | Import 3D Model.
The Import 3D Model dialog box opens.

2. Select the 3D model file ACT03.3DC from the RMH2 directory.
Figure 3-2
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3-5

As mentioned, the only difference between the cell you loaded just
now and the one you previously used (ACT2.3) is that the cube Yoffset is 70 mm.
3. Arrange the windows by selecting Window | Simulation & Teach.
4. Save this new project as USER3b in the Users directory.
5. Redirect the camera to the red cube.
6. Use the viewing tools to clearly see the cube and the robot gripper
from a comfortable angle.

Q What will happen if you run the current program with this new cell?
7. Click the Run Single Cycle icon (F7).
Q Describe the robots actions.
Q Count the changes that should be made in the position coordinates so that
the robot will move the cube from the current position back 100 mm.
Q Do you need to write an entirely new program?
You will now modify the four positions so that the robot will move the
cube from its new initial position. To modify the previous positions,
you need only change the Y coordinate of the four positions.
8. If the Teach Positions dialog box has disappeared, select Window |
Simulation & Teach.

9. From the Teach Positions dialog box, do the following to modify the
positions:
!
In the Position Number field, enter/select the number of the

position you wish to change.
Make sure the TCP trajectory is clear and the gripper is open.
Click Go Position.
Click Expand.
!
!
Click Get Position to display the coordinates of the selected

position.
Change the Y coordinate of each position from 0mm to 70mm.
Click the Teach button to teach each new position. The newly
recorded positions will replace the previous ones.
When done, click Simple to return to the modified version of the
Teach Positions dialog box.
10. Save the project with its new positions.
Activities Book
0209
3-6

Task 3-5: Saving and Running the Program

1. Reset the robotic cell.
2. Click on the first line in the program to ensure that the program will
start running from the beginning.

3. Repeatedly select the Run Single Line icon and observe the actions of
the robot.
4. When you have completed running a full cycle of the program, click
the Run Continuously icon or press F8 to observe continuous program

execution.
5. Press the Stop icon or select Run | Stop when you wish to cease
program execution.
1. Reset the cell.
3. Zoom in on the cube.
4. Click on the Run Single Line icon.
When the robot is in position #1, note that the gripper is not aligned
with the cube.
5. Click on the Run Single Line icon again.
Note that the cube turns when the gripper closes.

Q Why does the cube move when you close the gripper at position #1?
Task 3-7: Shut Down

1. Exit RoboCell.
Activities Book
0209
3-7

ACADEMICS
Virtual Reality
Virtual Reality, (VR), system enables users to move and react in a
computer-simulated environment. In some cases various types of devices
allow users to sense and manipulate virtual objects much as they would
real objects. This natural style of interaction gives participants the feeling
of being immersed in the simulated world. Virtual worlds are created by
mathematical models and computer programs.
Researchers have been working on virtual-reality devices for many years.
In the 1960s Raymond Goertz at Argonne National Laboratory in
Argonne, Illinois, and Ivan Sutherland at the Massachusetts Institute of
Technology in Cambridge, Massachusetts, demonstrated early versions of
HMDs. Goertz, and later Michael Noll of Bell Laboratories, also
developed prototype force-feedback devices. In recent years, virtual-reality
devices have improved dramatically as the result of various technological
advances. Computers now are more powerful, have a higher memory
capacity, are smaller, and cost less than in the past. These developments,
along with the advent of small liquid-crystal displays (LCDs) that can be
used in HMDs, have made it possible for scientists to develop virtualreality simulations.
Virtual reality is currently used to explore and manipulate experimental
data in ways that were not possible before. Therapists use VR to treat
sufferers of child abuse and people who are afraid of heights. Muscular
dystrophy patients can learn to use a wheelchair through virtual reality
"Virtual Reality," Microsoft Encarta 97 Encyclopedia. 1993-1996
Microsoft Corporation. All rights reserved.
Activities Book
0209
3-8

Activities Book
0209
3-9

Activity 4
Recording Positions by
Sending the Robot to Objects
OBJECTIVES
Record positions using simulation software features that send the robot
to objects.
Program the robot to stack three cylinders.
SKILLS
!
Identify applications of robotics technology in the automobile

industry.

!
Record positions using visual commands.
Use advanced software feature to implement simulation.
Accurately recording robot positions.
Use problem-solving skills to solve a design challenge.
Monitor and analyze the operation of the system for quality

control.
MATERIALS
Activities Book
0209
4-1

OVERVIEW
Teaching Positions
In most robotic systems, positions are recording by the following two
methods (or a combination of them):
1. Guiding the robots TCP to the position that should be recorded. When
the TCP is in place, the position is recorded using the output of the
robot location sensors. You used the Record command to record
positions in this manner.
2. Calculating and typing in the coordinates of the positions. This method
is based on 3-D geometry and trigonometric calculations. You used the

Teach command to record positions in this manner.
In Activity 2, you witnessed the difficulties involved in guiding the robot
gripper to a specific position (method #1). This method is frequently used
when the TCP is required to move along a path that cannot be defined
using basic mathematical tools.
The second method (calculating and typing positions) can be quite
problematic. This methods complexity is proportional to the complexity
of the tasks the robot must perform. For example, picture how difficult it
would be define the path of your hand movements when tying your
shoelaces using simple mathematical functions.
Send Robot Commands

In addition to the above two methods, RoboCell software offers a new way
to facilitate easy position recording --the Send Robot options:
1. Selecting Robot | Send Robot to Object, followed by clicking on an
object (including the table), moves the TCP to an object in the cell.
By default, the open gripper will move to a point 10 millimeters above
the objects position so that closing the gripper will grasp the selected
object.
2. Selecting Robot | Send Robot to Point, followed by clicking on a
target point, moves the TCP to any location in the cell. It is similar to
the Send Robot to Object command but allows you to send the robot to
any point on any object in the cell.
For example, when you click on any object, such as a cube or table, the
target point is the exact point where you click, not the objects
position. Be sure to use this option when you want to send the TCP to
a specific point on the tabletop.
Activities Book
0209
4-2

3. Selecting Robot | Send Robot Above Point, followed by clicking on a
point, moves the TCP to a point above any selected location in the cell.
By default, the tool will stop 150 millimeters above the selected object.
Stacking Cylinders Using Send Commands

In this activity, you will program the robot to stack three cylinders using
the Send options. As shown in Figure 4-1, each cylinders height is 35
mm, diameter 35 mm and the distance between each cylinder is 75 mm.
Figure 4-1
Figure 4-2
Due to safety reasons, the cylinders must be lifted 100 millimeters before
being moved along the Y axis. The stacking procedure will be divided into
two stages:
1. Cylinder #1 will be placed on cylinder #3.
2. Cylinder #2 will be placed on cylinder #1 (which is already placed on
cylinder #3).
Activities Book
0209
4-3

PROCEDURES
Task 4-1: Running RoboCell and Opening the 3D model File
1. Turn on the computer and run RoboCell.
2. Create a new program and import the 3D model file ACT04.3.DC.
3. From the Graphic Display menu, do the following:
!
Select View | Redirect Camera.
Click on the center cylinder (cylinder #2).

Use the viewing features (zoom in/out and scroll bars) to clearly
see the cube and the robot gripper.
Select 3D Image | Labels | Object Names or click on the Names

icon on the 3D Image window. The names of the three cylinders
and the robot will be displayed. If the names overlap, zoom out to
see the names clearly.
Select 3D Image | Labels | Object Positions or click on the
Positions icon on the 3D Image window.
The label that previously showed the objects names will be
replaced with the objects coordinates. Note that because all of the
objects are located on the table, the Z coordinate is 0 and only the
X and Y coordinates are shown.
Select Labels | Object Names, or click on the Positions icon, to

remove the captions.

You will now record the eight positions required to define the robot
movements, as shown in Figure 4-2.
1. In the Manual Movement dialog box, click the Open Gripper button.
2. Record position #1 by doing the following:
!
From the Graphic Display menu, select Robot | Send

Robot to Object.
Then click on cylinder #1 to send the robot to that object.
The robot gripper automatically moves to a position close to the
cylinder. In the new position, closing the gripper would grip
cylinder #1 in the gripper jaw.
!
!
Activities Book
0209
Do not close the gripper!

In the Teach Positions dialog box, enter 1 in the Position Number
field and click Record.
4-4

You recorded position #1.

3. Record position #11 by doing the following:
!
From the Graphic Display menu, select Robot | Send Robot

Above Point and then click on cylinder #1.
In the Teach Positions dialog box, enter 11 in the Position Number
field and then click Record.
4. Record positions #2 and #12 the same way you recorded positions #1
and #11.
5. To record position #3, do the following:
!
From the Graphic Display menu, select Send | Send Robot to

Object and then click on cylinder #3.
Using the Teach Positions dialog box, record this position as
position #3.
6. To record position #13, do the following:

!
Send the robot to cylinder #1.
Close the gripper.
Redirect the camera to cylinder #3.
!
!
Change the viewing angle in the Graphic Display window such that
the window is filled with the centered, top surface of the cylinder.
(Use the Top View option.)
You may need to continually redirect the camera to cylinder #3 and
adjust the viewing tools.
Select Robot | Send Robot to Point.
Click on the center of the red circle (the top surface of cylinder #3).
Try to be as exact as possible.
This will define the exact center point of cylinder #3 on which you
will stack cylinder #1.
Record this position as position #13.
Q Observe the coordinates for position #13 (Get Position) and explain
how the coordinates were calculated based on the cylinders

dimensions.
7. Open the gripper.
8. To record position #23, first send the robot to cylinder #2 and close the
gripper. Then using the Send Robot to Point command, send the robot
to the center point of the top surface of cylinder #1 (stacked on top of
cylinder #3) and record this position as position #23.
Activities Book
0209
4-5

9. Adjust the Z-coordinate of position #23 by adding 100 mm and teach
the positions as position #33.

Q Observe the coordinates for position #23 and explain how the
coordinates were calculated based on the cylinders dimensions.

1. From the SCORBASEpro menu, select Window | Teach and Edit.
2. Program the robot to stack the cylinders, using the positions recorded
in the previous task.

Dont forget to document the program using Remark commands.
3. Compare the program you just wrote with the following:
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
Remark: *********************************
Remark: ACT4
Remark: Recording Positions with Send Robot Options
Remark: *********************************
Open Gripper
Close Gripper
Open Gripper
Close Gripper
Open Gripper

1. From the SCORBASEpro menu, do the following:
!
Select File | Save Project As.
Save the file as USER4.
Select View | Simulation & Teach.
2. From the Graphic Display menu, reset the robotic cell.

3. Use the viewing tools to create a comfortable viewing angle of the
robotic cell.
Activities Book
0209
4-6



Q Assume that the three cylinders in the cell you just worked with are
replaced with three blocks. Will the robot stack the blocks one on top
of the other such that the cube bases will overlap one another? If no,
suggest a solution.
Task 4-6: Shut Down
1. Exit RoboCell.
2. Then turn off the computer.
ACADEMICS
Robots in the Automobile Industry
Robots weld parts of an automobile together on an automated production
line in Fenton, Missouri. Robots are faster and less prone to errors than
human workers; as computer and robot technology has become more
advanced, robots are increasingly able to perform more complicated tasks.
Figure 4-3
Tom McHugh/Photo Researchers, Inc. from "Automation," Microsoft
Encarta 97 Encyclopedia. 1993-1996 Microsoft Corporation. All
rights reserved.
Activities Book
0209
4-7

Activities Book
0209
4-8

Activity 5
Defining Roll and Pitch Axes

OBJECTIVES
Define and calculate the TCP roll and pitch angle.
Program the robot to stack three blocks on top of one another.
SKILLS
!
Identify industrial application of robots.

!
Using trigonometry, calculate a corrective angle of rotation.
Monitor the operation of the system for quality control.
Use troubleshooting skills to improve the production process.
Record visually determined coordinates for the robot.
Monitor and analyze the operation of the system to correct the

process.
MATERIALS
Activities Book
0209
5-1

OVERVIEW
Degrees of Freedom
One of the ways to characterize robot maneuverability is by counting the
robots Degrees of Freedom (DOF). A degree of freedom can be defined
as the robots ability to move its tool along or around an axis. Assuming
that a robot can move a tool independently along an axis, then it can move
a TCP along two or three axes at the same time, enabling higher
maneuverability.
An object which is free to move (or rotate) in any direction has six DOF:
(see the arrows in Figure 5-1):
1. Along the X axis (in or out).
2. Along the Y axis (left or right).
3. Along the Z axis (up or down).
4. Rotate about the X axis (Yaw).
5. Rotate about the Y axis (Pitch).
6. Rotate about the Z axis (Roll).
Figure 5-1
So far you have observed that the virtual robot can move the end effector
along each of the axes and rotate about the Y and Z axes. Therefore the
SCORBOT-ER 4u robot has five out of six possible degrees of freedom.
A full description of the TCP location and position in a RoboCell robotic
cell is therefore composed of three coordinates and two angles.
The coordinates, defined in millimeters, describe the distance of the
TCP position from the cell origin (as you have already seen).
The angles, defined in degrees, describe the extent of gripper rotation
about the Z axis (roll) and about the Y axis (pitch).
Activities Book
0209
5-2

PROCEDURES
2. Open the program and positions file USER4 that was saved in the
previous activity
3. Import the 3D model file ACT05.3DC.
The cell you loaded is similar to the cell used in Activity 4. In this cell,
the cylinders are replaced by cubes with sides of 35 mm.
4. Use the viewing tools to observe the cell from a comfortable viewing
angle.
5. Redirect the camera to the center cube (cube #2) and then zoom in.
6. Select Labels | Object Names.
7. Select View | Follow Me Camera.
Click on cube #1.

The Follow Me Camera option orders the camera to automatically
and continuously follow a focal point in the cell, in this case cube #1.
The camera will now follow cube #1 as it is lifted/lowered.
8. Select Labels | Hide All Labels.
9. Run a single cycle of the program..
Pay close attention to the following:

You may wish to adjust the viewing angle and zoom as the cubes are
being stacked.
!
!
The relative position in which cube #1 is placed on top of cube #3.

The angle between the gripper jaw and cube #2 before the gripper
closes.
Q Describe the relative position in which cube #1 is placed on top of
cube #3.
Q Describe the angle between the gripper jaw and cube #2 before the
gripper closed.
cube #1.
Q What is the reason for the misalignment of the cubes?
Q Count the positions whose angles must be changed.
Activities Book
0209
5-3

10. As you can see, the position must be adjusted in order for the cubes to
be stacked correctly.
This adjustment can be done using one of the following methods:
!
Calculating the relative angle and typing it instead of the previous

value. You will use this method to modify positions #13 and #23 in
Task 5-2.
Moving the robot TCP to the position whose angle should be
adjusted and then adjust the angle manually. Upon completion, the
new position is recorded. This method will be used to modify
position #3 in Task 5-3.
Figure 5-2
Figure 5-2 shows the reason for the shift in the angle in positions
#13 and #23.
When the robot grips cube #1 and moves to place it on top of cube
#3, the gripper (and the cube) rotate with it. To correct the error,
the robot should turn its gripper to keep it in line with cube #3. The
amount of rotation needed can be determined by finding the size of
the angle whose tangent is calculated by:
tg a = -200 = -0.66 = a = -33.69
300
Q How many degrees should the gripper be rotated in position #13 so
that cube #1 will be aligned with cube #3?

Q How many degrees should the gripper be rotated in position #23 so
that cube #2 will be aligned with cube #1 and #3?
Activities Book
0209
5-4

Task 5-2: Modifying Positions #13 and #23 by Calculating and Teaching
the Roll
1. Change the Remark commands to indicate that the file is now
applicable to Activity 5.
2. Then save the file as USER5. This file contains the previous program
and the previous positions.

3. From the SCORBASEpro menu, select Window | Simulation & Teach.
5. Open the robot gripper.
6. Use the Go Position tool from the Teach Positions dialog box to move
the TCP to position #13.

7. From the Graphic Display window, zoom in to better view the relative
position of the gripper and cube #3.

8. In the Teach Positions dialog box, do the following:
!
Click the Expand button.
Click the Get Position button.
In the Roll [deg] field, enter 33.69.
Click the Teach button.
!
!
Activities Book
0209
The position data is displayed. The three coordinates (in mm) are
on top and the two angles are just below them.
Position #13 is modified so that the coordinates of the position

remain but the angle of the roll is adjusted (thus the tool is rotated).
Click Go Position.
The gripper turns and the gripper jaw stop when they are parallel to
cube #3.
Change the position number to 23.
Click Go Position.
Note how the gripper turns back.
Click Get Position.
Modify the roll degree of position #23 to -33.69.
Click Teach.
Click Simple.
5-5

Task 5-3: Modifying Position #2

In this task, you will move the gripper to position #3 by manipulating the
gripper so that it will approach the cube from above (for example, through
position #12).
1. In the Teach Positions dialog box, do the following:
!
!
With the gripper open, set the position number to 12.

Click Go Position to point #12, which was recorded with a Z+
offset from position #2.
Set the position number to 2.
Click Go Position to move the robot to position #2.
2. From the Graphic Display window, redirect the camera to cube #2 and
then zoom in. Try to get a good view from above the cube so that you
can clearly see the cube and the gripper.
Pay special attention to the angle in which the gripper jaw is
approaching the cube.
3. In the XYZ mode of the Manual Movement dialog box, click buttons 5
and T to rotate the gripper. To increase accuracy, you may wish to

slow the speed via the Speed field.
4. When the gripper jaw is parallel with the cube, click Record to record
the new position as position #2.

5. From the SCORBASEpro menu, select File | Save to update changes.
Note that the program is intact; only the roll angle of the three
positions changed.
2. Using the single cycle icon, run through the entire program.
Pay close attention to the following:

!
The angle between the gripper jaw and cube #2.
cube #3.
Q Describe the angle between the gripper jaw and cube #2.
cube #1.
Activities Book
0209
5-6


Q Calculate the necessary Roll angle for position #2.
Q Hint: Use the following figure.
Figure 5-3
Task 5-6: Shut Down

1. Exit RoboCell.
ACADEMICS
Uses for Robots
In 1995 about 700,000 robots were operating in the industrialized world.
Over 500,000 were used in Japan, about 120,000 in Western Europe, and
about 60,000 in the United States. Many robot applications are for tasks
that are either dangerous or unpleasant for human beings. In medical
laboratories, robots handle potentially hazardous materials, such as blood
or urine samples. In other cases, robots are used in repetitive, monotonous
tasks in which human performance might degrade over time. Robots can
perform these repetitive, high-precision operations 24 hours a day without
fatigue. A major user of robots is the automobile industry. General Motors
Corporation uses approximately 16,000 robots for tasks such as spot
welding, painting, machine loading, parts transfer, and assembly.
Assembly is one of the fastest growing industrial applications of robotics.
It requires higher precision than welding or painting and depends on lowcost sensor systems and powerful inexpensive computers. Robots are used
in electronic assembly where they mount microchips on circuit boards.
Activities Book
0209
5-7

Activities in environments that pose great danger to humans, such as

locating sunken ships, prospecting for underwater mineral deposits, and
active volcano exploration, are ideally suited to robots. Similarly, robots
can explore distant planets. NASA's Galileo, an unpiloted space probe,
traveled to Jupiter in 1996 and performed tasks such as determining the
chemical content of the Jovian atmosphere.
Robots are being used to assist surgeons in installing artificial hips, and
very high-precision robots can assist surgeons with delicate operations on
the human eye. Research in telesurgery uses robots, under the remote
control of expert surgeons, that may one day perform operations in distant
battlefields.
"Robot," Microsoft Encarta 97 Encyclopedia. 1993-1996 Microsoft
Corporation. All rights reserved.
Activities Book
0209
5-8

Activity 6
Recording Relative Positions

OBJECTIVES
Teach positions relative to current robot positions.
Add remarks to a program.
Pause program execution using the Wait command.
Program the robot to simulate the immersion of an object in a
corroding acid.
SKILLS
!
Identify historical development of robotics industry.

!
Write a program that uses relative positions to move the robot

through a field.
Use visual commands to record the initial cylinder position.
Write a program to execute a tank-dipping simulation.
MATERIALS
Activities Book
0209
6-1

RoboCell
OVERVIEW
Absolute and Relative Positions

So far you have learned how to record absolute robot positions. These are
positions whose coordinates are fixed. You have had to record/teach all the
positions needed to guide the robot to move the tool from one place to
another. Using these two methods can be quite exhausting when you need
to record many positions for a complex robotic application.
In this activity, you will work with relative positions -- positions whose
coordinates define a specific offset from another position. A relative
position is linked to a reference position. If the coordinates of the reference
position change, the relative position moves along with it, maintaining the
same offset.
Relative positions are useful when programming the path of the robot for
pick-and-place tasks. Intermediate positions along the path can often be
defined as relative positions. For example, a relative position defined as a
Z-offset of a few centimeters from the pick position will enable the robot
to approach and leave the pick location without hitting other equipment in
the system. If the pick position has to be adjusted and rerecorded, it will
not be necessary to readjust and rerecord the relative position (above it).
Using Relative Positions in Programming

In this activity, you will program a robot to dip a cylinder (product) in four
tanks full of corrosive acid, as shown in Figure 6-1.
Figure 6-1
The robot will pick the cylinder, dip it in each of the four tanks for a
period of five seconds and then place it at its initial position.
You will not see actual tanks in the robotic cell; imagine that they exist.
Activities Book
0209
6-2

RoboCell
In this task, a robot is an excellent alternative to human operators for two

reasons:
1. The acid can be dangerous to humans.
2. The robot will ensure accurate dipping time for every cylinder.
If you were to use the program commands learned thus far, you would
need to record the following 10 absolute positions to perform the task:
Initial cylinder position
50 mm above the initial cylinder position
Inside tank A
50 mm above tank A
Inside tank B
50 mm above tank B
Inside tank C
50 mm above tank C
Inside tank D
50 mm above tank D
In this activity, however, you will work with relative positions to simplify
the programming. You will need to record only one absolute position and
three relative positions. The absolute position (position #1) will be 50
millimeters above the cylinder, and the relative positions will be:
Position #2 - 50 mm below the current TCP position.
Position #3 - 50 mm above the current TCP position.
Position #4 - 70 mm to the right of the current TCP position.
The program will consist of the following:

Move to position #1
Move to position #2 - move down 50 mm
Close the gripper - grips the cylinder
Move to position #3 - move up 50 mm
Move to position #4 - move to the right 70 mm
Move to position #2 - move down 50 mm to tank A
Wait 5 seconds
Move to position #3 - move up 50 mm out of tank A
Activities Book
0209
6-3

RoboCell
Move to position #2 - move down 50 mm to tank B

Wait 5 seconds
Move to position #3 - move up 50 mm out of tank B
Move to position #2 - move down 50 mm to tank C
Wait 5 seconds
Move to position #3 - move up 50 mm out of tank C
The Wait Command

Relative positions will help you guide the robot to the various tanks for
dipping. However, you still need to determine how to define the dipping
time for each tank.
The Wait (WT) command provides an excellent solution. The Wait
command halts the robot at certain points in the program for a prespecified time, allowing other machines to perform a task. The time is
entered in tenths of seconds, as only integer numbers are allowed.
Therefore, the cylinders can be dipped in the tanks for a specified
amount of time and then the program will begin where it left off.
You will also use the Remark command in this program. In addition to
documenting the activity number and name, you will use a remark to
denote the next tank in which the cube will be dipped.
PROCEDURES
2. Open the 3D model file ACT06.3DC.
3. Redirect the camera to the red cylinder.
4. Use the viewing tools to clearly see the cylinder and robot gripper from
a comfortable viewing angle.

2. Send the robot to the red cylinder (using the Send Robot to Object option).
3. Using the Teach Positions dialog box, you will now record position #3
as a relative position, located 50 mm above the current robot position:
Activities Book
0209
Click Expand.
6-4

RoboCell
Select Relative To and select Current for the reference position

(from the Relative To field).
In the Z (mm) field, enter 50.
Click Teach to teach position #3.
Click the Go Position button.
The robot moves up 50 mm.
Q What would happen if you clicked again on the Go Position button?

4. Using the Teach Positions dialog box, you will now record position #1
as an absolute position:
!
Select Absolute.
Click the Record button.
You have now finished recording position #1.
5. Teach position #2 in the same way you recorded position #3. It should
be relative to the Current position with a Z-offset of -50 mm.

6. Teach position #4 as relative to the current position with a Y-offset of
+70 mm.
Make sure that the coordinate fields are (0,0,0) before adding the Yoffset. If they are not, click again on Relative To.
7. From the SCORBASEpro menu, select View | List Positions.
Select XYZ.
Q What information does this dialog box provide?
8. Close the List Positions dialog box.

The program you will create contains many similar segments. You will use
the Copy & Paste tools to duplicate a segment three times.
1. Select Window | Teach & Edit.
2. Enter the necessary Remark commands to document the program.
3. Double click on Open Gripper.
4. Select Go Position #1 fast.
5. Select Go Position #2 speed 5.
6. Double click on Close Gripper.
Activities Book
0209
6-5

RoboCell
Now you will program the procedure for dipping the cylinder in tank A.
8. Add a remark stating START A, to indicate that the robot is now
dipping the cylinder in tank A.

10. Select Go position #2 speed 5.
11. Double click on WT (Wait), also located in the Program Flow section
of the Command List.

The Wait dialog box opens (Figure 6-2).
Figure 6-2
Enter 50. 50 tenths of a second will create a 5 second pause inside the
tank.
Click OK to close the dialog box.
Dipping cylinder A is completed. You must now program the dipping

of the cylinder in tanks B, C and D.
13. The procedure for dipping will be identical to the commands you just
entered. To simplify programming, use the Copy & Paste tools to copy
the program lines starting from the remark and to paste them at the end
of the program:
!
!
!
In the Program window, click and hold down the mouse button,
highlighting lines 10-14.
Right click to copy the selected lines, or select Copy from the
SCORBASEpro Edit menu.
Place the cursor at the end of the program.
Right click to paste the lines, or select Paste from the
SCORBASEpro Edit menu.
Repeat twice more to paste the lines for tanks C and D.
14. Now you still have to change the three last remarks from A to B, C and
D.
Double click on the second START A line.
Activities Book
0209
6-6

RoboCell
The Remark dialog box opens.

Change START A to START B and click OK.
15. Repeat step #1 to change the third and fourth remarks to START C and
START D respectively.
Q How will you now order the robot to return to its initial position?
16. Add commands at the end of the program to return the robot to its
initial position, place the cylinder there and then move up 50 mm.
17. Compare the program you just assembled with the following:
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
Remark: *********************************
Remark: ACT6
Remark: Recording Relative Positions
Remark: *********************************
Open Gripper
Close Gripper
Remark: START A
WaiT 50 ( 10 ths of seconds )
Remark: START B
Remark: START C
Remark: START D
Open Gripper

1. Save the program and positions as file USER6.
Activities Book
0209
6-7

RoboCell
3. Click the Run Single Line icon seven times (until the robot is in
position #2).
4. Select 3D Image | Show Path.
As mentioned in the Overview, actual tanks do not appear in the cell.

However, this option will show on-screen the robot path and help you
better visualize the tanks and dipping procedure.
5. Continue executing the program by clicking on the Run Single Line
icon. When the program finishes executing line #29, disable the Show
Robot Path option by reselecting it from the menu (the checkmark
should disappear).
Make sure that you disable the option but dont clear the robot path.
6. Run the program until its end.

Q The production procedure of another product requires that the product
be dipped in tank A, B and D (skipping tank C). Modify the program

accordingly.
Q Save the program and positions as USER6A.
Task 6-6: Shut Down

1. Exit RoboCell.
ACADEMICS
The State of the Robotics Industry
In general, there was a significant slump in the mid to late 1980's in
industrial robotics. However in the early 1990's, sales and numbers have
rebounded to surpass early 1980 numbers and dollars.
From Motion Control Magazine April 1994
Robotics Industries Association said recently robot orders jumped 40%
through June, 1993, as the industry posted its best opening half-year
ever.... Net new orders received by U.S. based robotics companies totaled
3,640 robots valued at $306.2 million, the highest unit and dollar figures
ever.
Activities Book
0209
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RoboCell
From the New York Times, Wednesday September 7th pC1 (paraphrased)
In the late 1980's a steep decline in robot orders drove most US companies
out of the business. In the first half of 1994 4,335 robots with a total value
of $383.5 million. Fanuc is the leader with about $360M in sales this year.
Asea Brown Boveri (ABB) is second with sales estimated at $120M. The
next several are Japanese: Motoman, Panasonic, Sony and Nachi.
The only major US producer to have survived is Adept Technology with
about $50M in sales in a $700M market. The following table is interpreted
from a graph in the article.
Net New Orders In US

Year
# of Robots
$US
1984
5800
$480M
1985
6200
$380M
1986
5400
$320M
1987
3800
$300M
1988
4000
$325M
1989
4500
$510M
1990
5000
$510M
1991
4000
$410M
1992
5250
$500M
1993
6800
$630M
1994
4335 (6 mos.)
$383M (6 mos.)
From Industry Flash Vol1, No. 4, Dec 5, 1994:

Demand for U.S. Industrial Robots Surging: U.S.-based robotics
companies are enjoying the best of times. The Robotics Industries
Association (RIA) says surging demand recently led American robotic
companies to their best nine-month totals ever.
Activities Book
0209
6-9

RoboCell
Through September, new orders totaled 6,218 robots valued at $548

million, a 12 percent increase in units and 13 percent increase in revenue
over the previous nine-month period last year. The greatest demand, says
the trade group, is coming from U.S. manufacturers which are finally
learning what the Japanese have known for years: robots can play a
significant role in improving productivity, quality, flexibility and time-tomarket. But, even though demand is surging and the U.S. is the world's
second largest robotics user with some 53,000 systems, the Japanese have
more than seven times as many robots in use, RIA says.
Dowling, Kevin (1996) "Robotics: comp.robotics Frequently Asked
Questions" Available as a hypertext document at
http://www.frc.ri.cmu.edu/robotics-faq. 90+ pages.
Activities Book
0209
6-10

RoboCell
Activity 7
Recording More Relative Positions

OBJECTIVES
Describe the construction of a gravity feeder.
Describe the use of templates in robotic systems.
Record positions as relative to other positions.
Program the robot to load parts from a feeder to a template.
SKILLS
!
Identify industrial application of manipulators.

!
!
Program a feeder and template simulation.

Use output commands to indicate when the feeder should release a
cylinder.
Write a program to execute the simulation.
Run simulation and describe the results.
MATERIALS
Activities Book
0209
7-1

RoboCell
OVERVIEW
Feeder
In this activity, you will learn about two
components often used in modern
automated production processes: feeders
and templates. You will also learn a new
way to record programming positions.
Figure 7-1 shows a pneumatic feeder.
Feeders are used to provide required
materials or components to the
production process. The feeder shown in
Figure 7-1 is supposed to supply the
production process with cubes.
Figure 7-1
In the feeder, the cubes are stacked one on top of the other. When a cube is
needed for the production process, the robot pulls out the bottom cube.
The robot feeder is considered an output device. Output devices receive
control signals from the system. Following the removal of the bottom
cube, an output is turned on, and another cube is sent to the bottom by the
robot controller. Feeders are periodically filled with new cubes, thus
providing a continuous cube supply.
A major advantage of the feeder is that the position of the available cubes
remains the same. When a cube is taken from the feeder, another cube
immediately replaces it. When another cube is needed, the robot needs
only to return to exactly the same position and repeat its procedure.
Template
Templates are used to hold and store various
products in modern production and
manufacturing systems. Figure 7-2 shows a
simple template.
A template is a plain platform on which
parts can be placed in various positions
using special mounting brackets (when
needed). The template is fitted with a
handle that the robot can grasp in order
to move the template (with the part attached)
to different positions.
Activities Book
0209
7-2
Figure 7-2

RoboCell
Templates offer a number of advantages:

Since all parts are placed on a standardized template, the same robots
with the same tool can be used to move the templates (and the parts)
from one place to another.
In most cases, templates have identification codes that are used to
identify the part placed on the template. The identification codes

ensure efficient and productive processing.
Using a Feeder and Template in a Production Process

In this activity, you will load two cylinders from the gravity feeder and
place them on a template. When the cylinders are placed on the template,
the robot will be able to move the two cylinders in one cycle.
Figure 7-3
The robot working procedure should be as follows:
Activities Book
0209
The robots gripper will move to above the cylinders initial position
(at the feeders mouth), lower 40 mm, grip the cylinder and move up
again.
The robot will move to above the destination of cylinder #1, lower 50
mm, open the gripper and then move back up.
The robots gripper will move back to above the new cylinder at the
feeders mouth, lower 40 mm, grip the cylinder and move back up.
The robot will move to above the destination of cylinder #2, lower 50
mm and then move back up.
7-3

RoboCell
Recording the positions for this task could be quite difficult. If you chose
to record the positions as absolute, you would need to record six positions
(the initial cylinder location at the mouth of the feeder, the two end
positions and a position above each point). Teaching these six positions
would be complicated and mistake-prone, primarily because the positions
are not provided and would need to be calculated.
For these reasons, you will use the Relative To position recording method.
As you saw in the previous activity, this method allows you to record
positions as relative to a given position. Note that relative positions can be
considered as absolute positions provided the reference position remains
unchanged.
PROCEDURES
2. Open the 3D model file ACT07.3DC.
3. Click on View | Dialog Bars | Digital Outputs. The Digital Outputs
window is displayed at the bottom of the screen

Click on the number 2 to activate the feeder, which calls for a red
cylinder.
4. Redirect the camera to the red cylinder, located at the mouth of the
feeder.
5. Use the viewing tools to clearly see the cylinder from a comfortable
viewing angle.
2. Send the robot above the red cylinder.
3. Then send the robot to the red cylinder.
The robot is now in position #1.

4. Record position #1 as Absolute.
5. Teach position #11 as relative to position #1 with a Z-offset of +40 mm.
Activities Book
0209
7-4

RoboCell
6. Record the remaining positions as defined by Table 7-1.

Position #
Description
Relative Dimensions
initial cylinder position
use the Send feature
11
above initial cylinder

position
Relative to position #1
(z = 40)
final position cylinder #1
Relative to #1 (y = -110,
z = -10)
12
above final position cylinder

#1
Relative to #2 (z = +50)
final position cylinder #2
Relative to #2 (y = -80)
13
above final position cylinder

#2
Relative to #3 (z = +50)
Table 7-1
Q Why is the robot ordered to lift the cylinder 40 mm?
Q Why should the cylinder be lowered 50 mm to the template?
Task 7-3: Programming and Running the Program

1. Write the program yourself. Note that large portions of the program
will be identical and you can use the cut and paste tools to avoid
repetitive programming.
To write this program, you must use two new program commands,
Turn output on (ON), and Turn output off (OF.) These commands
are found in the Inputs & Outputs section. Double click ON to insert
the turn input on command. This tells the program to send an output
from the controller to the feeder. This will release the cylinder from the
feeder.
You must also tell the program to turn off the output. If the output is
not turned off, you will not be able to turn it back on to release the next
part. To insert the turn output off command, double click on OF.
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0209
7-5

RoboCell
2. When you have finished programming, compare your program with the
following:
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Remark: ********************************
Remark: ACT7
Remark: Recording More Relative Positions
Remark: ********************************
Open Gripper
Turn on output 2
Turn off output 2
Close Gripper
Open Gripper
Turn on output 2
Turn off output 2
Close Gripper
Open Gripper
3. Save the program and positions as file USER7.

4. Run a single cycle of the program.

Q According to Figure 7-3, the distance between the center of the two
cylinders placed on the template is 80 mm. This value was used to

calculate the distance from position #1 to position #2.
Q In industry, however, its customary for positions to be recorded
relative to given data, rather than recalculating the coordinates.

Q How would you record position #2 as a relative position based on the
above data?
Task 7-5: Shut Down
1. Exit RoboCell.
Activities Book
0209
7-6

RoboCell
ACADEMICS
Robot Manipulators
The inspiration for the design of a robot manipulator is the human arm, but
with some differences. For example, a robot arm can extend by
telescopingthat is, by sliding cylindrical sections one over another to
lengthen the arm. Robot arms also can be constructed so that they bend
like an elephant trunk. Grippers, or end effectors, are designed to mimic
the function and structure of the human hand. Many robots are equipped
with special purpose grippers to grasp particular devices such as a rack of
test tubes or an arc-welder.
The joints of a robotic arm are usually driven by electric motors. In most
robots, the gripper is moved from one position to another, changing its
orientation. A computer calculates the joint angles needed to move the
gripper to the desired position in a process known as inverse kinematics.
Any robot designed to move in an unstructured or unknown environment
will require multiple sensors and controls, such as ultrasonic or infrared
sensors, to avoid obstacles. Robots, such as the National Aeronautics and
Space Administration (NASA) planetary rovers, require a multitude of
sensors and powerful onboard computers to process the complex
information that allows them mobility. This is particularly true for robots
designed to work in close proximity with human beings, such as robots
that assist persons with disabilities and robots that deliver meals in a
hospital. Safety must be integral to the design of human service robots.
"Robot," Microsoft Encarta 97 Encyclopedia. 1993-1996 Microsoft
Corporation. All rights reserved.
Activities Book
0209
7-7

RoboCell
Activities Book
0209
7-8

RoboCell
Activity 8
Recording Positions for

Peripheral Devices
OBJECTIVES
Describe the term work envelope.
Record positions of peripheral devices
Control a rotary table.
SKILLS
!
Identify industrial application of off-line programming, calibration,

and simulation.

!
Record positions for peripheral devices.
Define work envelope and relate to robotics applications.
Use visual commands to view the work envelope.
Program a robot arm and rotary table simulation.
Modify the design of a program to improve the design process
MATERIALS
Activities Book
0209
8-1

OVERVIEW
Work Envelope
So far you have only operated the robot in a stand alone station. When a
robot works as a stand alone, its capabilities are quite limited. The robot
can only move a tool within a 3-D environment, reaching a limited range
of positions. The positions within the robots reach are a function of its
arm length and structure. This range of accessible positions is known as
the robots Work Envelope.
The Work Envelope of a robot is defined as the span of the robots
working range. It is shown as a geometrical shape containing every
position within the robots reach.
In Figure 8-1, the robot arm of the SCORBOT-ER 4U is fully extended.
Figure 8-1
The overall length of the arm defines the work envelope. When the robot
arm moves up and is fully extended, the TCP moves in an arched
trajectory to the position shown in Figure 8-2.
Figure 8-2
Theoretically the TCP of the SCORBOT-ER 4U can reach any position

found in a sphere whose radius equals the length of its extended arm. In
practice, however, the number of the positions within reach is much
smaller due to mechanical limitations. Nevertheless, this type of robot is
still defined as a robot with a spherical work envelope.
It is important to emphasize that extended arms increase the robots work
envelope but reduce its accuracy and payload.
One of the ways to increase a robots work envelope without increasing its
arm length is by adding accessories to the robot known as Peripheral
Devices.
Activities Book
0209
8-2

Rotary Table
The Rotary Table is an excellent example of a peripheral device capable
of moving objects in and out of the robots work envelope. The rotary
table is constructed from a round disk that can be rotated by a motor, often
controlled by the robot controller (shown in Figure 8-3).
Figure 8-3
Note the cylinder placed on the table in the figure. This cylinder is presently
out of the robots reach; the robot cannot pick and place it. However, if the
table were to be rotated, the cylinder would then be within the robots work
envelope, allowing the robot to pick and place it where necessary.
Using a Rotary Table to Stack Cylinders

In this activity, you will program the robot
to stack four cylinders (with a height of 35
millimeters each) to form a tower. To
facilitate efficient space utilization, the
cylinders are placed on a rotary table. The
cylinders will be stacked in the following
order: pink base cylinder (already in
position) - red - blue - yellow - green, as
shown in Figure 8-4.
Figure 8-4
RoboCell allows you to record positions both for the robot and the
peripheral equipment. In order to perform the task of loading the cylinders
and stacking them, you will record eleven different positions -- seven for
the cylinders and four for the rotary table:
Position #1: for picking the green cylinder.
Position #11: above the green cylinder.
Position #2: red cylinder final position.
Position #12: blue cylinder final position.
Position #22: yellow cylinder final position.
Position #32: green cylinder final position.
Position #42: above the green cylinder final position.
Activities Book
0209
8-3

On the rotary table, the following four positions will be recorded:

Position #3: current table position.
Position #4: red cylinder in the initial position of the green cylinder.
Position #5: yellow cylinder in the green cylinders initial position.
Position #6: blue cylinder in the green cylinders initial position.
The red cylinder (as well as remaining cylinders) will be stacked by the
following procedures:
Sending the robot to the green cylinders initial position (position #11).
Sending the table to position #4 so that the red cylinder will be in the
place of the green one.
Lowering the robot to position #1.

Closing the gripper to pick the red cylinder.
Placing the red cylinder on top of the pink base cylinder (position #2).
PROCEDURES
1
Turn on the computer and run RoboCell.
Open the 3D model file ACT08.3DC.
Adjust the viewing angle of the robotic cell to a comfortable viewing

angle.
From the RoboCell menu, select 3D Image | Show Robot Work

Envelope.
Select Top View from the Graphic Display menu to view the robotic
cell from the top.
The robots work envelope is drawn with a blue line, enabling you to
see which objects are within the robots reach.
Activities Book
0209
Zoom in to see the work envelope as clearly as possible.
8-4

To understand the concept of the work envelope, open the robot

gripper and then try using the Send options to send the robot to the
various cylinders placed on the round rotary table.
Q Which cylinders does it reach on the rotary table?

Q Which doesnt it reach? What message appears in the status bar of the
Graphic Display window?

Q What does that say about the work envelope of the robot?
As you can see, only the green and pink cylinders can be reached and
are therefore within the robots work envelope. To enable the robot to
pick the other cylinders, the rotary table must be rotated in order to
move the other cylinders into the robots work envelope.
Q Is it possible to perform this task without a rotary table?
Q What is the advantage of using a rotary table?
7
Disable the Show Robot Work Envelope option.
Use the viewing tools to see an unobstructed view of the rotary table
with cylinders placed on it, robot and table with base cylinder.
Task 8-2: Recording Positions for the Robot and Peripheral Devices
Q How will you load the blue cylinder?
1
Open the robot gripper.
Send the robot to the green cylinder and record this as absolute
position #1.
In the Include Axes section, make sure that only robot (and not
peripherals) is selected!
Position #1 is therefore located next to the green cylinder.
Teach position #11 as relative to position #1 with a Z-offset of +40

mm.
Position #11 is located above the green cylinder.
Send the robot to the pink base cylinder and record the absolute
position as position #2.
Position #2 is 35 mm above the current TCP position.
Click Expand, Get Position and then add 35 to the Z coordinate of

position #2 and teach (overwrite) the position.
Teach position #12 as relative to position #2 with a Z-offset of +35 mm.

If necessary, click Clear to clear the contents of the coordinates.
This is the final position for the blue cylinder.
Activities Book
0209
8-5


mm.
This marks the final position of the yellow cylinder.
Position #32 marks the final position of the green cylinder.
You will now teach the four rotary table positions, using the Peripheral
command for the first time.
10 Reset the robotic cell.

11 Then go to position #11.
12 Open the robot gripper.
The robot is now standing in its position #11. For the table, it will be
recorded as position #3 (the initial position of the green cylinder).
13 In the Teach Positions dialog box, do the following:
!
!

Select Peripheral to indicate that you are recording the position
for peripheral equipment.
Cancel the default selection Robot to ensure that you will record
only the position of the peripheral equipment.
Click Absolute.
Click Record.
The rotary tables initial position is now recorded as position #3.
14 Recording the next three positions will take some maneuvering. As
defined by the Overview, positions #4, #5 and #6 will be recorded as

peripheral positions as they define the position of the rotary table.
Before recording each position, you will need to rotate the rotary table
counter-clockwise such that a new cylinder will then be located in the
green cylinders initial position (position #1).
To record position #4 (where the red cylinder is in place of the green),
do the following:
!
Send the robot to position #11 again.
Activities Book
0209
Use the viewing tools to clearly observe the relationship between

the green cylinder and the jaw of the robot gripper.
8-6

Using the buttons in the Manual Movement dialog box, click 8/I to
rotate the table until the red cylinder is in the initial position of the
green cylinder. You must center the cylinder between the grippers
jaw as much as possible.
In the RoboCell robotic cell, the rotary table is known as axis 8. As
you can see from the Joints mode of the Manual Movement dialog
box, axis 8 is controlled by the 8 and I keys (clockwise and
counter-clockwise rotation).
To make sure that the cylinder is centered between the grippers
jaw, move the robot to position #1 and click Close Gripper to make
sure that the robot can easily pick the cylinder from the table in that
position.
Record this peripheral position as position #4 (the red cylinder).
Dont forget to cancel the Robot default in the Teach Positions
dialog box.
15 Record peripheral positions #5 (blue cylinder) and #6 (yellow cylinder)
applying the same technique used to record position #4. Dont forget to
open the robot gripper before starting.
1
Write a program that will command the robot to do the following:

!
Move the robot to position #11
Move the rotary table so that the right cylinder is below the gripper
Lower the gripper, close it and then place the cylinder.
Note that the same process is repeated four times in the program,
differing only in the rotary table position and the final cylinder
position. Use the Cut & Paste tools to copy the segment and then
modify the necessary two lines.
2
Compare what you just wrote with the following program:

1
2
3
4
5
6
7
8
9
10
11
12
13
Activities Book
0209
Remark: ******************************
ACT8
Remark: Recording Positions for Peripheral Devices
Remark: ******************************
Open Gripper
Remark: STARTING OF RED CYLINDER
Remark: robot above rotary table
Remark: rotary table in position
Close Gripper
8-7

14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
Activities Book
0209
Remark: cylinder in place
Open Gripper
Remark: STARTING OF BLUE CYLINDER
Close Gripper
Open Gripper
Remark: STARTING OF YELLOW CYLINDER
Close Gripper
Open Gripper
Remark: STARTING OF GREEN CYLINDER
Close Gripper
Open Gripper
8-8


1
Save the program and positions as file USER8.
Reset the robotic cell.
Run a single cycle of the program.

Q In this activity, the program you wrote can be easily modified to
increase the efficiency of the process. By examining the process, you

can see that after placing the cylinder, the robot moves to a position
above the table (position #11) and only then the table turns to place
the next cylinder under it.
Q Modify the program to increase productivity by cutting down the time.
Hint: You can record a single position for the robot and peripheral
equipment.
Save the file as USER8A.
Task 8-6: Shut Down
1
Exit RoboCell.
Then turn off the computer.
ACADEMICS
Off-line Programming and Robot Calibration - The Car Industry
The major users of robots have traditionally been the car companies whose
product is unique in that starts as a mass produced sheet of metal whose
complexity requires intensive and advanced automation techniques with a
short set-up time. In North America, the 'big three' car makers are
Chrysler, Ford, and General Motors. Based in Detroit and elsewhere in the
continent, these companies have spent the past five years investing heavily
in robot simulation and off-line programming. The urgency exerted by an
unexpected demand for the most popular models as well as a large upturn
in consumer spending on cars has created a pressure-cooker atmosphere in
Detroit. Here production lines are designed and built and running in weeks
or months and every off-line programming technique is examined closely
for potential improvements in set-up time or production rate.
Activities Book
0209
8-9

Current practice involves several stages from simulation to off-line

programming. First the car is modeled in the company-wide CAD system.
Then the fixtures are designed which are to present the parts to the
welding robots in a repeatable and predictable manner. The first fixture is
then installed on the production line, and from this the position of the first
robot is defined. The position of the first fixture then defines the position
of the second fixture, and so on, all the way down the production line.
The simulation of the robot programs has usually been completed by this
stage using models imported from the CAD system and off-the-shelf robot
models purchased from the simulation vendor. The simulation is used to
check that the robots can reach all the required positions. The simulation
enables the user to plan collision free paths around the clamps holding the
part using via points which must be created in such a way that they do not
add excessively to the overall cycle time. This is the reason that is so
important to derive reasonably accurate cycle times from the simulation.
Downloading the robot programs from the simulation to the robot
controller involves taking a disk containing the program, teachpoint, and
tool frame files from the air-conditioned offices where the CAD and
simulation specialist work down onto the much harsher and unforgiving
environment of the factory.
It is here that most advocates of simulation and off-line have a rude
awakening. Programs that work fine in the 'virtual reality' environment of
the robot simulation seldom work in the uncertain and unpredictable and
subtly different real world.
Robots are designed to be extremely repeatable but not all that accurate.
To increase the accuracy of the robot towards the same order as its
repeatability it must be calibrated. Once the robot has been calibrated it
can be used with a pointer of known length as an accurate measuring
device to record the position of the fixture datum points. Finally, the
correct tool offset must be defined on the robot controller and on the robot
simulation.
The robot program created by the simulation is really only ready for
downloading to the robot once all the above procedures are complete. If
one of these steps is ignored or badly implemented, then the resulting
program can be anything from 2 inches to a foot out, depending on the
seriousness of the mistakes involved. This is where most of the horror
stories involving robot simulation and off-line programming originate: 'we
took a program from .... and downloaded it to the robot and the robot
drove straight into the fixture' or 'we created 120 off-line programs for the
whole production line and not one worked first time - they all needed to be
touched up by hand'.
Activities Book
0209
8-10

The final source of error in off-line programming is a simple logistic one:

by the time the simulation is finished and ready for off-line programming
the real workcell may been redesigned, turntables have been introduced or
removed, additional robots have been inserted. Only now its too late to go
back and simulate because the simulation office is working on simulations
for the next production line. The simplest way to avoid this situation is to
make certain of the following:
1
One person is responsible for the simulation from start to finish (the
finish being when the production line is up and running smoothly and
there are no more changes);
The simulation goes down onto the shop floor with the off-line
program where last minute changes can be immediately introduced
into the simulation.
So with all these potential pitfalls and inaccuracies in robot simulation and
off-line programming, is it really worth attempting? If you want the
answer, come to Detroit. The car companies will not spend money on any
technology that doesn't produce savings that can be measured in dollars
and cents, and they see robot simulation and off-line programming as the
revolutionary technology that will enable them to build more cars, quicker
and at a lower cost than ever before.
http://www.rosl.com/offline2.html
Activities Book
0209
8-11

Activities Book
0209
8-12

Activity 9
Recording Positions Using

Encoder Values
OBJECTIVES
Describe the construction and operation of an encoder.
Describe how a position is recorded using an encoder value.
Improve the accuracy of the positions recorded for the rotary table.
Modify the program to increase accuracy and efficiency.
SKILLS
!
Identify educational opportunities in robotics.
Use the Internet to research and gather information.

!
Record four positions for a rotary table, based upon calculations.
Record and store position using encoder values.
Improve the accuracy of positions.
Modify the design of a program to improve accuracy and efficiency.
Monitor and analyze the operation of the system for quality control.
MATERIALS
Activities Book
0209
9-1

OVERVIEW
Encoders
In all the previous activities, you recorded the positions of the robot and its
peripheral accessories. Recording positions in RoboCell (and with many
industrial robots) is done using a device called an Encoder, as shown in
Figure 9-1.
Figure 9-1
An Encoder is composed of a round disk with holes on its periphery. The

disk is connected to the motor that drives one of the robot axes (or a
peripheral device). One side of the disk is faced by a fixed light source; the
other side faced by a light sensor. As shown in Figure 9-1, a beam of light
passed through the hole in the disk will reach the sensor.
When the motor and the disk rotate, the path of light from the light source
to the sensor is disturbed and the sensor receives light in the form of
flashes (pulses). The number of pulses counted enables the encoder to
determine how many turns (revolutions) the disk and the motor have
completed.
For example, the encoder shown in Figure 9-1 has eight holes. When the
sensor counts eight light pulses, it indicates that the axis has rotated a full
cycle (provided the disk turned in one direction).
In the SCORBOT-ER 4U, encoders are used to measure and control the
robot axes and its peripheral accessories. The number of light pulses
counted by each light sensor is stored in the computer and is known as an
Encoder Value. The encoder value is set to zero when the robot is homed
(the cell is reset). When the axis turns in one direction, the encoder value
increases in accordance with the number of pulses read. Likewise when
the axis turns in the opposite direction, the encoder value decreases.
Activities Book
0209
9-2

Recording and Storing Positions Using Encoder Values

In SCORBOT-ER 4U the manipulator movements are controlled by five
independent DC motors, each fitted with its own encoder. When a robot
position is recorded, five encoder values are stored in a position data table.
Table 9-1 shows an example position data table with three recorded
positions. The values in this table represent the encoder values known
when the position was recorded.
Pos. #
Encoder 1
Encoder 2
Encoder 3
Encoder 4
Encoder 5
1000
2000
3000
4000
2000
2000
2000
5000
2000
1000
2000
5000
If the robot is in position #1 and is ordered to move to position #2, then the
controller will activate the axis motors as follows:
The motor of axis 1 will be started in the + direction until 1000 pulses
are counted. Then the motor will stop.
The motor of axis 3 will be started in the - direction until 1000 pulses
The motor of axis 4 will be started in the + direction until 1000 pulses
Note that all motors will start and stop simultaneously.

In this activity, you will load and run the program and positions file saved
in Activity 8. You will then modify the program to do the following:
Increase precision by using the encoder counts to record new positions.
Shorten the cycle duration.
Activities Book
0209
9-3

PROCEDURES
1
Open the program and positions file USER8.WS. This is the program
and positions file you saved in Activity 8.
Open the 3D model file ACT8.3DC. This file contains the same 3D
model used in the previous activity.
Click on View | List Positions and the Positions dialog box is

displayed (Figure 9-2). Note that both the Joint, as well as the XYZ,
positions are displayed.
Figure 9-2
Your positions may differ slightly from the figure above. Note the
following:
!
Activities Book
0209
Positions #1 and #2 were recorded as absolute positions. Each

position is stored as the reading of the five independent encoders
(axis 1 through 5).
Positions #3, #4, #5 and #6 are peripheral positions (rotary table).
Note that positions 4, 5, and 6 are stored as an encoder reading for
axis 8.
Positions #11, #12, #22, #32 and #42 are relative positions and are
listed as such together with their reference positions.
9-4

Right click on the mouse and click on Show XYZ.
Figure 9-3
!
Positions #1 and #2 are now represented only by their XYZ values

(with pitch and roll)
Positions #3, #4, #5 and #6 (the rotary table positions) are still
listed as encoder values.
Positions #11, #12, #22, #32 and #42 are still listed as relative
positions and their relative dimension is now listed in the
appropriate column (in this case Z).
You can also change the Positions screen to display the Joint positions
only by right clicking and selecting Show Joint.
After reviewing the different display options, deselect List Positions.
1

The robot is executing the task you programmed in Activity 8.
Following the completion of its task, zoom in on the tower of
cylinders.
Q Are the cylinders aligned in their stacked tower?
Activities Book
0209
Click on the first line in the program.
Click repeatedly on the Run Single Line icon (F6) until the robot is
sent to position #42, just above the base (pink) cylinder (stop after
completing line #14).
9-5

Zoom in and observe how the robot is gripping the cylinder.
Continue running the program line-by-line, comparing the relationship

between the robot gripper and each of the cylinders.
You probably observed that the stacked cylinders were not perfectly
aligned. This is because the rotary table did not rotate precisely a
quarter before stopping.
Improving the accuracy of stopping the table will be done using the
encoder. The rotary table encoder produces 41,000 pulses for each full
rotation. When the green cylinder is in its loading place, the rotary
table encoder counts (axis 8) will equal zero.
The red cylinder is located a quarter of a turn away. Therefore, when
41,000
the encoder value is
= 10,250 pulses, the red cylinder will be
4
located exactly in the position where the green cylinder was initially
located.
41,000
= 20,500 pulses, the yellow
2
cylinder will be located exactly in the initial position of the green
cylinder, and so forth.
When the encoder value is
Q What should the encoder value for the blue cylinder be to be located
exactly in the initial position of the green cylinder?

Task 9-2: Modifying the Positions and Program
1
From the RoboCell menu, do the following:

!
Select Window | Simulation & Teach.
Select View | Dialog Bars | Encoders.

The Encoder Counts dialog box is displayed along the bottom of
the screen, as shown in Figure 9-4.
Figure 9-4
Activities Book
0209
9-6

Observe the Manual Movement dialog box and note from the
following chart how clicking the buttons (or pressing the keys on the
keyboard) in Joint Mode (the default) controls the various axes.
Keys
Joint Motion
1/Q
Control axis 1.
3/E
Control axis 3.
4/R
Control axis 4.
5/T
Control axis 5.
6/ Y
Control axis 6.
8/I
Control axis 8 (the rotary table).
To increase stacking accuracy, you need to overwrite the rotary table

positions. Remember that the rotary table is axis 8.
3
To overwrite the previous position #4, do the following:

!
In the Teach Positions dialog box, go to position #4.

Remember that position #4 was for peripheral equipment and must
be so marked.
Activities Book
0209
For precise stacking, the position #4 encoder counts (the red

cylinder) for axis 8 (the rotary table) should be -10,250.
If they are not, do the following:
In the Manual Movement dialog box, select the slowest speed

(1) and then click the 8 and I buttons to move the table.
When the axis 8 encoder value equals -10,250 (with a tolerance

of error of 5 counts) in the Encoder Counts dialog box, click
record (this will overwrite the previous values for position #4).
Note that because the number of encoder counts is relatively high,

an error of 5 pulses is acceptable.
Record position #5 when the encoder value for axis 8 is -30,750 (with
a tolerance of error of 5 counts).
Record position #6 when the encoder value for axis 8 is -20,500 (with
a tolerance of error of 5 counts).
Save the program and positions as file USER9.
Run the program and zoom in on the growing tower to observe the
improved stacking accuracy.
9-7

Task 9-3: Modifying Positions and Program -- Part 2

The program is currently written such that the robot is ordered to move
above the table and then the table is rotated. You will now program the
robot and the table to perform these tasks simultaneously, thus saving time
and increasing efficiency.
For example, in the current program the robot is sent to position #11 and
then the rotary table is sent to position #3. However, after sending both the
robot and the rotary table to their positions, you can record a new position
(#13). Sending the robot system to position #13 will now cause the robot
and the table to move together to the position to increase efficiency.
1
Using the Go Position option, send the robot to position #11 and the
table to position #3.
To record position #13 as both a robot and peripheral position:

!
Select Robot and Peripheral.
Select Absolute.
Click Record.
Resetting the robotic cell first, record an absolute position #14 for the
robot and peripheral when the robot is in position #11 and the table is
in position #4.
Repeat step 3 above to record an absolute position #15 for the robot
and peripheral when the robot is in position #11 and the table is in
position #5.
Repeat again to record an absolute position #16 for the robot and the
peripheral when the robot is in position #11 and the table is in position #6.
Reprogram the robot by replacing each two lines that first send the robot
and then the table to their positions with a single command that will send
both to the newly recorded positions (#13, #14, #15 and #16).
Dont forget to change the Remark commands in the beginning of the
program.
Compare the program you just wrote with the following:

1
2
3
4
5
6
7
8
9
10
Activities Book
0209
Remark: *****************************
Remark: ACT9
Remark: Recording Positions Using Encoder Values
Remark: *****************************
Open Gripper
Remark: STARTING OF RED CYLINDER
9-8

11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
Activities Book
0209
Close Gripper
Open Gripper
Remark: STARTING OF BLUE CYLINDER
Close Gripper
Open Gripper
Remark: STARTING OF YELLOW CYLINDER
Close Gripper
Open Gripper
Remark: STARTING OF GREEN CYLINDER
Close Gripper
Open Gripper
9-9


1
Save the program and positions.
Click on the first line in the program.
Q Compare the efficiency of the new program with the previous one.

Q The following figure shows the encoder values before you performed
Task 9-3. What will the encoder values be of the newly recorded
positions (#13, #14, #15 and #16)?
Figure 9-5
Task 9-6: Shut Down
Activities Book
0209
Exit RoboCell.
Turn off the computer.
9-10

ACADEMICS
Education and Employment Opportunities

Benefits of Entering Robotic Contests
Robot contests are fun to watch and fun to enter. Contests are also an
excellent way to build one's robot design and construction skills.
Anne Wright, speaking at the Fourth Annual Firefighting Home Robot
Contest, listed four benefits of contests:
Focus On Integration: Contests force one to use a multi-disciplinary
approach to solve a particular problem. Many of us have weak areas

that we tend to generally ignore. However, competition goads us to
also work at whatever it takes to make our robot perform well.
Compare Approaches: If nothing else, contests are great eye openers
in the myriad ways that a problem can be solved. This gives us ideas
and techniques that we can use to improve future robots.
Real Hardware vs. Simulation: Forced reality - time to move from
hyperbole to metal bending, from inspiration to implementation. The

emphasis on hardware vs. simulation has been a particular hallmark of
graduates from the MIT mobile robot lab.
Assessment Of Current Limits: When people from different parts of
the country, or countries, and different research establishments gather

to present their best shot, one gets a good idea of the current state of
the art, and where it needs to be pushed.
http://www.robotmag.com/misc/why.html
Student Robotics Automation Contest

The Student Robotics Automation Contest will be held in April 1998 at
Ohio Northern University. Contests are divided into four divisions for
Middle School, High School, Community College/Technical Institute, and
University Undergraduate/Graduate. An Autonomous and Radio-control
class will be held at the contest.
Contest events include
Robot Construction Contest
Robotics Automation Work Cell Contest
Robotics Automation Work Cell Simulation Contest
Pick & Place Programming (teach pendant)
Pick & Place Programming (middle school)
Activities Book
0209
9-11

Pick & Place Programming (high school)

Pick & Place Programming - Block Scramble
Robot Maze Contest (open)
Robot Maze Contest (journey)
Robot Problem Solving (middle school)
Robot Problem Solving (high school, community college)
Robot SUMO Contest
Videotape contest
Find out about the many robot contests and competitions around the world
through the listing at: http://www.ncc.com/misc/rcfaq.html .
Activities Book
0209
9-12

Activity 10
Programming the Robot to Execute

Linear Movements
OBJECTIVES
Program the robot to move along a straight line.
Program the robot to simulate a welding operation.
SKILLS
!
Identify career opportunities in robotics.

!
!
Program the robot to move along a straight line.

Use relative positions to define a line and run a continuous point
simulation using the Go Position command.
Record two end-point positions and run a point-to-point simulation
using the Go Linear command.
Monitor and analyze the process for quality control.
Simulate a robotic welding application.
Modify the design of a program to improve accuracy and efficiency.
MATERIALS
Activities Book
0209
10-1

OVERVIEW
Controlling the Robot Trajectory (Linear)

In previous activities, you recorded positions that were translated into
encoder values and stored in a position table. When the robot was sent to a
specific position, the controller activated (independently) the five motors
driving the manipulator. Each motor set in motion its particular axis until
the encoder value matched the one in the table. As a result, after all motors
had stopped, the TCP was in the new, designated position.
Previously, when you wanted the robot to pick an object from the table,
you had to make sure it would not touch any other object or the table on its
way. You therefore first defined a position above the object and then sent
the robot to this position before sending it to the object.
Since these two positions were very close, the robot moved in a relatively
linear path between the two defined positions.
Figure 10-1
While the virtual robot always has a gripper attached to its end effector,
you will pretend in this activity that the robot has a welding tool attached.
The robot (whose base is shown in Figure 10-1) needs to move the TCP
along the edge of the two adjacent blocks to simulate a welding operation.
The two end positions, #1 and #2 (whose distance from the origin is
equal), were recorded and their encoder values are shown in Figure 10-2.
Figure 10-2
Note that in position #1 and position #2, encoders 2, 3, 4, and 5 have the
same values. The only difference between the two positions is in
encoder 1. When the robot is ordered to move from position #1 to #2, only
axis 1 moves and drives the manipulator until the encoder value will equal
Activities Book
0209
10-2

the value of position #2. Since axis 1 is a rotary axis (turning the robot
base), the robot TCP will move from position #1 to position #2 in a
circular path (as shown in Figure 10-3), and not along the straight line.
Figure 10-3
A simple way to ensure that the TCP path will be nearly linear is to record
another position (#3) along the path, as shown in Figure 10-4. You can
then send the robot from position #1 to #2 via position #3, guaranteeing an
almost linear path. The more intermediate positions recorded, the more
linear the robot trajectory.
Figure 10-4
An easy way to record intermediate positions would be to use the Relative

To command, by continually recording positions relative to the current
position. The great disadvantage of this method, however, is that the robot
will start and stop a number of times between the two end positions,
making the process long and tedious.
Activities Book
0209
10-3

Linear Movement
The Teach Positions (Simple) dialog box and the Command List offer two
options for instructing the robot to move to a position:
Go Linear to Position: This command sends the robot to a recorded
position in a straight line. This is termed point-to-point (PTP)

movement.
Go to Position: This command sends the robot to a recorded position
along a path calculated by the controller, not necessarily a straight line,

and usually a curved path. This is termed continuous path (CP)
movement.
The Teach Positions (Expanded) dialog box and the Command List also
offer a third movement Option, Go Circular, which will be discussed later
in this book.
To successfully weld, the TCP must move along a straight line at a
constant speed. You will compare the following four methods for
controlling the TCP trajectory:
Recording two end positions and then using the Go Position command.
Recording two end positions and then recording an intermediate one.
Recording an end position and then sending the robot to this position
five times using the Relative To Current command.
Using the SCORBASE command, Go Linear, specially designed for
this task.
PROCEDURES
Activities Book
0209
Redirect the camera to the center of the two blocks.
Use the viewing tools to clearly view the blocks and the robot gripper
from a comfortable viewing angle.
10-4

Task 10-2: Recording Two End Positions and Running the Program
1
Record position #1 and #2, according to Figure 10-1. For both

positions, set the Z coordinate to 60 mm and the pitch to -90.
From the RoboCell menu, select Window | Teach & Edit.
Write a program that will order the robot to move from position #1 to
position #2 fast.
Compare with the following program:

1
2
3
4
5
6
Remark: ****************************
Remark: ACT10
Remark: Programming the Robot from Point 1 to Point 2
Remark: ****************************
Save the program and positions in file USER10.
Click on the first line of the program.
From the RoboCell menu, select View | Simulation & Teach.
From the RoboCell menu, select 3D Image | Show Robot Path.
10 Run a single cycle of the program.
By selecting the Show Robot Path option, the path of the TCP during
the cycle has been drawn on the screen. The TCP path is shown drawn
at a constant time interval. The distance between the cubes is
proportional to the TCP speed.
Q Describe the TCP path.
You may wish to use the Top View feature to best observe the TCP
path.
Q Describe the TCP speed during program execution.
11 Deselect 3D Image | Show Robot Path.
The TCP path is cleared.

Task 10-3: Recording a Middle Position and Running the Program
1
Select Window | Simulation & Teach.
In the Teach Positions dialog box, teach position #3 as relative to

position #1 with a Y-offset of +150 mm.
Position #3 is located at the center of the blocks.
Activities Book
0209
Modify the program so that the robot will pass through position #3 on
its way from position #1 to position #2.
10-5


1
2
3
4
5
6
7
Remark: ****************************
Remark: ACT10
Remark: Programming the Robot from Point 1 to Point 2
Remark: ****************************
Save the program and positions file ( to overwrite what you previously
saved).
path.
Q Is the TCP path in this program closer to a straight line than in the
previous program?
8
Clear the robot path.
Task 10-4: Recording a Relative Position, Sending the Robot to this

Position Repeatedly and Running the Program
1
Record position #4 as relative to the current TCP position with a Yoffset of +50 mm.
Modify the program so that the robot is sent to position #4 five times
fast on its way from position #1 to position #2.
Note that you can use the Cut & Paste tools to aid in repetitious
programming.

1
2
3
4
5
6
7
8
9
10
11
Activities Book
0209
Remark: ****************************
Remark: ACT10
Remark: Programming the Robot to Execute Linear Movements
Remark: ****************************
Save the file to overwrite the program you previously saved.
10-6

If the Graphic Display window disappeared, select Window |

Simulation & Teach from the RoboCell menu.
path.
Q Is the TCP path closer to a straight line this time?
9
Task 10-5: Using the Go Linear Command and Running the Program
You will now use the SCORBASE command Go Linear that will move
the TCP in a straight line from position #1 to position #2. To execute this
command, the controller calculates the coordinates of many positions
along the line, and then sends the robot to these intermediate positions
without stopping in the middle.
1
Leave the first line of the program as is.
Cut the remaining lines of the program. You will replace them with the
more direct, Go Linear, command.
Double click on GL (Go Linear to Position) from the Command List.

The Go to Position dialog box opens. In the Target Position field,
enter/select 2 and select Fast.
Note that Linear is selected in the right-hand side of the dialog box.
Compare your modified program with the following:

1
2
3
4
5
6
Activities Book
0209
Remark: ****************************
Remark: ACT10
Remark: Programming the Robot to Execute Linear Movements
Remark: ****************************
Go Linear to position 2 fast
Save (overwrite) the program and positions.
10-7

path.
9

Q Add to your program an instruction to go to position #1. Then run the
program with the Encoder Counts dialog box open. Note that when the
TCP moves from position #2 to position #1, only the encoder values
for encoder 1 changed. When the TCP moves from position #1 to
position #2, however, all the encoder values changed.
Q How can you explain this?
Task 10-7: Shut Down

1
Exit RoboCell.
ACADEMICS

Emergence of Skilled High-Tech Workers
Major technological changes are being introduced to improve productivity
and quality in the manufacturing industries. As a result of these new
technologies, today's production workers need a higher level of skills.
Employers need workers with a knowledge of robotics, computers,
Computer Numerically Controlled (CNC) machines and Computer-Aided
Design (CAD).
The U.S. Department of Labor: "In recent years, employers have reported
difficulties in attracting workers to machining and tool programming
occupations. Therefore, good employment opportunities should exist for
candidates with the necessary mechanical and mathematical aptitudes.
Employment of computer numeric control (CNC) machine operators is
expected to increase in the future despite the decline in machine operators
as a whole."
Activities Book
0209
10-8

The personal qualifications for skilled high tech workers include:

Ability to follow written instructions
Computer skills
Interpersonal skills
Manual dexterity
Mechanical ability
Metalwork skills
Mathematical skills
Spatial skills
Robot Machine Operators

Robot Machine Operators operate robots in specialized settings. They
usually work in a manufacturing plant and set up and operate industrial
robots to drill, grip, rivet, spraycoat and perform material handling tasks.
Operators who work with the simplest class of robots, called pick-andplace robots, may be responsible for mechanically programming the robot.
Operators working with continuous path robots (mostly used for spray
painting and other finishing operations) may actually teach the robot by
leading the robot arm through motions. Other robots may be programmed
using a teach pendant which allows a machine operator to "teach" and then
record motions. Machine operators may also change the programming or
circuitry and perform routine maintenance.
Job related skills required for robot machine operators include knowledge
of robotics, robotic systems and teach pendants. Required education and
training include high school, shop training and community college classes.
Wage data was not available regarding the annual salary range.
As manufacturers continue to turn to automation and other new
technologies they will need workers with high-tech skills. Training will
continue to be an important means of assisting workers adjust to these new
skill demands. Training programs are offered by vendors, industry trade
associations, and industry unions. Training is also available through
private and public vocational training agencies and community colleges.
Most machinists work in small machining shops or in manufacturing firms
that produce durable goods such as metalworking equipment, industrial
machinery, aircraft, motor vehicles, or farm equipment. CNC operators
work mainly in fabricated metal products, industrial machinery and
equipment, transportation equipment, and primary metals.
Activities Book
0209
10-9

The number of openings for machinists and tool programmers is expected

to decline slightly, but the U.S. Department of Labor states that employers
have reported difficulty in recruiting workers for machining and tool
programming occupations and predicts that good opportunities should
exist for job seekers with the necessary high-tech skills.
Sources for additional information:
Association for Manufacturing Technology
7901 Westpark Drive
McLean, VA 22102
The Tooling and Manufacturing Association
1177 South Dee Road
Park Ridge, IL 60068
Source: State of California, Employment Development Department, Labor
Market Information Division, Information Services Group, (916) 2622162.
Activities Book
0209
10-10

Activity 11
Programming the Robot to Execute

Circular Movements
OBJECTIVES
Program the robot to move in an arched path.
Program the robot to draw a complex figure.
SKILLS
!
Identify industrial application of simulation.

!
!
Program the robot to execute circular motions.

Write a robotics program using the Go Circular command and an
intermediate point to describe each arc.
Monitor and analyze the process for quality control.
Modify the design of a program to improve the design process
MATERIALS
Activities Book
0209
11-1

OVERVIEW
Controlling the Robot Trajectory (Go Circular)

You have now learned that positions are recorded using encoder values.
When the robot is sent to a position, the motors driving the manipulator
axes move independently until the encoder reading matches the recorded
value. This control method is known as Point to Point (PTP).
PTP control is very simple but its greatest weakness is that it does not
control the TCP path. In order to control the TCP path, intermediate
positions should be located and recorded along the trajectory. Then the
robot can be ordered to move through these positions on its way to the
target position. Increasing the number of intermediate positions will bring
the trajectory closer to the operators demands.
As you learned in the previous activity, however, recording intermediate
positions creates an additional problem. The TCP then stops at every
intermediate position causing a fragmentary motion not suitable for
applications such as painting and welding.
Controlling the TCP path can best be achieved using special SCORBASE
commands. In Activity 10, you used the first of these commands, Go
Linear, to move the TCP in a straight line. The controller located various
intermediate positions, and the TCP was sent to these positions without
stopping.
In this activity, you will learn how to move the TCP along an arched path,
which too can be problematic. Figure 11-1 points out that defining an
arched path between position #1 and position #2 must be carefully done,
as an endless number of arcs connecting the two positions exist.
Figure 11-1
To designate a specific arc, a third position along the arc (aside from the
endpoints) needs to be recorded. The robot can then be programmed to Go
Circular to the destination via that intermediate position. Note that the
TCP will not stop in the intermediate position.
Activities Book
0209
11-2

Using the Go Circular and Go Linear Commands to Draw B

In this activity, you will simulate a robot responsible for marking
identification codes on products at the end of production. In order to
write, a tool similar to an ink-jet is connected to the robot manipulator.
The robot moves the jet, drawing the codes on the product.
As shown in Figure 11-2, you will program the robot to write the letter B.
Figure 11-2
The letter B is composed of four lines and two arcs. As shown in the
figure, you must record eight positions in order to program the robot to
draw the letter.
In your program, position #1s coordinates will be (200,200). You will
record the remaining seven positions as relative to position #1 such that
changing its coordinates will cause the robot to draw the letter B.
PROCEDURES
Activities Book
0209
Use the viewing tools to clearly observe the table from a comfortable
viewing angle.
11-3


1
Record position #9 as the robots initial position.

When the job is done the robot will be ordered to return to this
position.
Teach position #1 as Absolute with the following coordinates, roll and

pitch:
!
Coordinates: (200,200,20)
Pitch = -90
Roll = 0
Record the other seven positions as relative to position #1, using the
coordinates shown in the following table.
Remember that with each new position, you must click Relative To in
order to reset the XYZ coordinates.
Position #
-40
-40
30
-20
50
30
20
50
40
30
40
Minimize the Teach Positions dialog box.

1
Program the robot to do the following:

Remember to use the Go Circular command from the Command List.
As mentioned earlier, in addition to the target position, an intermediate
position along the arc must also be used.
Activities Book
0209
Send the robot to position #1.
From position #1, send it to position #2 in a line.
From position #3, send it in an arc to position #5 via position #4.
From position #5, send it in an arc to position #7 via position #6.
11-4

From position #5, send it to its initial position.
Compare what you just wrote with the following program:

1
2
3
4
5
6
7
8
9
10
11
12
13
Remark: ****************************
Remark: ACT11
Remark: Programming the Robot to Execute Circular Movements
Remark: ****************************
Go Linear to position 2 speed 5
Go Circular to position 5 through 4 speed 5
Go Circular to position 7 through 6 speed 5

1
Save the program and positions file as USER11.
Show the robot path.

This action is similar to the activation of an ink jet.
Run the first 5 lines of the program.

The robot now moves to position #1.
Repeatedly click the Run Single Line icon until the robot reaches
position #5 for the second time (line #12).
Note that the currently executed command is highlighted in the
Program window.
Using the viewing tools, observe what the robot has written.
Disable the Show Robot Path option. (Reselect the option to remove
the checkmark. Do not clear the robot path.)
This action is similar to the de-activation of an ink jet.
Run the last line in the program to return the robot to its initial position
(position #9).
Q Rerun the program line-by-line to determine if the letter B is
completed after moving from position #1 to position #8 through all the

intermediate positions (up to line #10 of the program)?
Activities Book
0209
11-5


Q Using all the points recorded in this activity, write a program that
draws the number 3.

Save the program as USER11A.
1
Exit RoboCell.
ACADEMICS
Robot Simulation and FMS: Non-Rigid Objects
The following information was excerpted from the homepage of the
Kaemart Group:
In order to improve the cost effectiveness of Flexible Manufacturing
System, powerful simulation tools are needed. Off-line programming of
robots has proved to be effective in reducing time and cost efforts in
manufacturing equipment reprogramming. The use of simulation packages
to study and evaluate automated handling systems is becoming more and
more important. The objective of this research is to provide the mechanical
engineer with a set of tools to design, predict and evaluate via graphic
simulation possible configurations also for non-rigid material handling
system.
At present, most simulation systems are capable of dealing only with rigid
objects. Therefore they are not able to model and simulate the behavior of
non-rigid materials during handling operations, e.g. pick and place of a
piece of cloth. Our idea is to extend current tools to obtain a software
environment to model and simulate systems, products, and all operations
involving non-rigid material. This system allows to assembly the working
environment and to plan robot task, with emphasis on the analysis of
interaction among kinematic devices and objects present in the
environment.
With a graphical interactive interface users can verify if the target points
are reachable, if the path passes through control points and if there are
possible interferences among the objects present in the simulation
environment.
http://ied.eng.unipr.it/KAEMART/AREAS/OFF_LINE_PROGRAMMING
/main.html
Activities Book
0209
11-6

Activity 12
Programming with Subroutines

OBJECTIVES
Describe what is a system input and output.
Use conditional branching in a program.
Write a subroutine.
Build a system for sorting objects.
SKILLS
!
Identify industrial application of simulation and off-line

programming.

!
Simulate a robot system incorporated a robot, peripheral device,

and sensor input device.
Design a program that will call a subroutine when a specific
condition is met.
Monitor and analyze the operation of the system for quality
control.
Modify the design of the p4ogram to improve the design process.
MATERIALS
Activities Book
0209
12-1

OVERVIEW
Inputs and Outputs

The terms input and output are used to describe the relationship between a
system and the devices connected to it. Input devices send data to the
system; while Output devices receive control signals from the system.
A robot system, like other systems, contains input and output devices. The
commands sent to the robot from the keyboard are one of the system
inputs, while the motors moving the manipulator represent output.
The SCORBOT-ER 4u controller also gets information from external input
devices and then energizes output devices. The relationship between these
input and output devices is defined by the specific program being executed.
In many control systems, sensors are used as input devices. The sensors
are usually designed to sense the system status or an objects physical
dimension. Sensors can be divided into two groups: Analog and Discrete.
In this tekLINK, you will work only with discrete sensors.
Discrete sensors are used when there is a need to rule out the existence of
a certain condition. For example, discrete sensors could do the following:
A discrete temperature sensor set for 100 degrees can sense whether
the temperature is above/below 100 degrees.
A discrete color sensor set for detecting red can sense whether the
examined object is red (or not).
Conditional Branching
In this activity, you will simulate a robot system (Figure 12-1) that contains a
robot, rotary table, chemical treatment tank and a sensor that can detect blue
objects (connected to input #1). Placed on the rotary table are red and blue
cylinders in random order. The virtual robots task is to pick only the blue
cylinders from the table, place them in the tank for two seconds, and then
place them back at their original position on the rotary table.
Figure 12-1
Activities Book
0209
12-2

The program flow needed to carry out this task differs from the flow of
previous programs. This is primarily because the robot is incapable of
predicting a cylinders color and therefore knowing whether or not it
should be picked and placed in the tank.
So far you have only worked with programs whose commands were
executed once and in a descending order. This type of program flow is
only appropriate, however, when all robot actions are easily predicted or
known in advance.
In this activity, you will write a program that can decide, according to
the data supplied by the sensor whether to order the robot take a cylinder
to the tank or leave it on the rotary table. In such a program, the commands
to be executed would differ depending on the color of the cylinder
detected. This type of program flow, in which several options are possible,
is called Conditional Branching.
If Input # On Jump Command
In this activity you will work with a new SCORBASE command used only
in conditional branching: If Input # On Jump (where # is replaced by an
input terminal number). When executed, the controller checks the input
terminal status. The status of the sensor connected to the designated input
determines whether the program flow should be directed to a subroutine or
to a label command.
The If Input #On Jump command is located in the Inputs & Outputs
section of the Command List. When selecting this command, the dialog
box shown in Figure 12-2 will appear.
Figure 12-2
Activities Book
0209
12-3

Subroutines
A subroutine can be used to repeat an action at different places in the
program. Instead of writing the same series of commands every time the
program requires this action, one subroutine which contains the necessary
commands can be written and called (activated) each time it is needed.
Subroutines therefore save programming time and storage (file) space.
Figure 12-3 shows a program containing eight commands. When the
program is executed, the commands are executed one after the other.
However, when the fifth line is executed, the subroutine is called and
program execution stops. The subroutine is then executed.
Figure 12-3
After executing the subroutine commands (lines 10, 11, 12), the last
command of the subroutine causes program execution to resume (from the
sixth line forward). The seventh command will have the same effect as the
fifth: program execution will pause and the subroutine commands will be
executed again. When the subroutine ends, program execution will resume
from the eighth line. Finally, when the program ends at line #9, the
subroutine will not be executed again, as it has not been called.
In this activity, you will write a program that includes a subroutine. The
program will rotate the table, then stop it when a cylinder faces the sensor
and the robot stands above the cylinder. If the sensor determines that the
cylinder is blue, the subroutine will be called. The subroutine will order
the robot to take the cylinder from the table, place it in the tank, wait two
seconds, pick the object from the tank and place it at its original position
on the rotary table. If the cylinder is red, the subroutine will not be called.
The next cylinder will be examined immediately after examining a red
cylinder or, in the case of a blue cylinder, after returning from the
subroutine.
Activities Book
0209
12-4

Subroutine Commands
A subroutine is created using the following SCORBASE commands:
Set Subroutine: the first command in every subroutine, always
followed by the subroutine name.
Return Subroutine: the last command in every subroutine.

Call Subroutine: a command line anywhere within the program which
activates the subroutine.
The Set Subroutine and Return Subroutine commands are located in
the Program Flow section of the Command List. When selecting the
Call Subroutine command, the dialog box shown in Figure 12-4 will
appear.
Figure 12-4
The program will require the recording of 12 positions, including:

Eight peripheral device positions in which each of the eight cylinders
is facing the sensor (position #3-#10).
One position at which the robot can pick the cylinder facing the sensor
(position #1) -- at this position, were the robots gripper to close, the
cylinder would be in it.
One position with a Z-offset of 45 mm from position #1 (position #11).

One absolute position within the tank (position #2).
A position 100 mm above the tank (position #12).
Activities Book
0209
12-5

PROCEDURES
1
Open the project file ACT12.3DC.
Figure 12-5
3
Use the viewing features to clearly observe the sensor and cylinder
facing it.

1
To record positions #1 (when the TCP is located at the cylinder facing

the sensor) and # 11 (the position 45 mm above position #1) do the
following:
!
Send the robot to the red cylinder facing the sensor.
Record this as absolute position #1 for the robot.
Activities Book
0209

mm.
Teach position #2 (inside the tank) as the absolute position (x=400,

y=0, z=40, p=-90, r=0). This position is located 40 mm above the base
of the tank.
Teach position #12 as relative to position #2 with a Z-offset of 100 mm.
12-6

To record position #3 (a peripheral position), do the following:

!
!
3D Image | Labels | Object Position.
You should see the red cylinders position label is 100, 350.
Record this position as absolute peripheral position #3.
To record position #4, do the following:
!
!
0209
Redirect the camera to the red cylinder facing the sensor and zoom
in closely.
Activities Book
Send the robot to position #11 with its gripper open.
Using the 7/U keys in the Manual Movement dialog box, rotate the
table counter-clockwise.
Notice that the coordinates of the cylinders change as the table
rotates.
Remember that you can select a slower speed to increase accuracy.
Click 7 until the coordinates of the next cylinder are approximately
(100, 350) -- meaning that the next cylinder now faces the sensor.
Then record this as absolute peripheral position #4.
Record positions #5 to #10 as you did the previous two (cylinder is

close to (100, 350)).
Select 3D Image | Labels and uncheck Object Positions to hide the

labels.
Save your program as USER 12.
12-7


1
Program the following program and subroutine.

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Activities Book
0209
Remark: ************************************
Remark: ACT12
Remark: Programming with Subroutines
Remark: ************************************
If Input 1 on call sub. PICK
Set Subroutine PICK
Open Gripper
Close Gripper
Open Gripper
Return from Subroutine
12-8


1

Q Load the 3D model file ACT12_1.3. This robotic cell is similar to the
one used in this activity except that the sensor that detects blue was
replaced with a sensor that detects red.
Q Do the program and/or positions need to be modified in order to now
sort the red cylinders? If yes, then save the new program and positions
as file USER12A.
1
Exit RoboCell.
ACADEMICS
Robot Simulation and Off-Line Programming
The following was taken from the home page of Tehdasmallit, a
Scandinavian robotics company:
Tehdasmallit uses IGRIP (Interactive Graphics Robot Instruction Program)
as a simulation and off-line programming tool. IGRIP is an interactive, 3D
graphic simulation tool for designing, evaluating, and off-line
programming robotic workcells.
Actual robotic/device geometry, motion attributes, kinematics, clamps,
fixtures, and I/O logic are incorporated to produce extremely accurate
simulations. The IGRIP provides an interactive 3D graphics based
environment, in which to verify production concepts, workcell designs and
manufacturing processes before implementing them on the shop floor.
After verification is completed, automated factory floor devices, such as
robots and turntables, can be programmed off-line based on the CAD data
for the part being processed.
Simulation and analysis functions include automatic collision and nearmiss detection, and automatic adjustment of a robot work envelope for
tool offsets and joint limits.
Off-line programming case can be divided as follows:
Creating 3D model of the robotic workcell
Activities Book
0209
12-9

Calibrating the simulation model:

Creating the off-line programs by using IGRIP's Graphical Simulation
Language (GSL)
Verification of the created programs collision and near-miss detection,
checking the joint limits and speeds, cycle time analysis
Downloading the created programs to the robot specific language
As a result of off-line programming:

The quality of the programs is better compared to programs created on-
line.
Production stops due to the new program creation are minimized.

Optimized programs due to the powerful analysis tools always correct
orientation of the used tool.
No unexpected collisions.
Easy program editing and modifying much faster program creation
compared to on-line programming.
http://www.tdm.fi/products/rosiolp.html
Activities Book
0209
12-10

Activity 13
More Programming with

Conditional Branching
OBJECTIVES
Learn about conditional branching in robot programs.
Use labels in a program.
Program the robot to simulate a sterilization process using conditional
jumps.
SKILLS
!
Identify career opportunities for electronics test technicians.

!
Simulate a robot system incorporating a robot, conveyor belt, and

sensory input device.
Use flow control commands to move to different portions of the
program.
Program an interrupt that will call a subroutine.
Monitor and analyze the operation of the system for quality control.
MATERIALS
Activities Book
0209
13-1

OVERVIEW
Review of Conditional Branching

In the previous activity, you encountered conditional branching for the first
time. The program you wrote ordered the rotary table to place a cylinder in
front of a color sensor and then check the sensor response. Based on the sensor
response, the program determined whether to call a subroutine.
Timing was crucial to the programs success. The If Input command had to be
programmed such that it would be executed only after the cylinder stopped in
front of the sensor. Were the command to be executed before the object faced
the sensor, the sensor would signal the controller that no blue cylinders are
detected. Therefore, the controller would act as if it had detected a red
cylinder. The subroutine would not be called and the table would continue to
rotate.
Sterilizing Medical Equipment Using the If Input Command

In this activity, you will simulate a robot responsible for sterilizing medical
equipment and then packing the equipment (shown in Figure 13-1).
Figure 13-1
First, the robot will place medical equipment needing sterilization onto a
conveyor. The conveyor will be started, transporting the equipment into a
machine responsible for sterilizing it. After being sterilized, the equipment is
moved out by the conveyor from the sterilizing machine. When it reaches a
sensor the conveyor is stopped, and the robot takes the sterilized object away.
Writing a program for this task, using the If Input command, may seem easy.
However, further examination shows that the synchronization of the program
flow with the conveyor speed may cause problems. For example, the
equipment could pass the sensor while another command (other than the If
Input command) is being executed. The equipment would therefore not be
detected by the sensor, and it would therefore continue on its path along the
conveyor until it falls off.
Activities Book
0209
13-2

On Input Interrupt #_Call Subroutine...

In this activity, you will use a new SCORBASE command called On Input
Interrupt #.... (OI) to pause the conveyor and thus solve this likely hazard. This
command, located in the Inputs & Outputs section of the Command List, opens
the dialog box shown in Figure 13-2.
Figure 13-2
It sets the condition for an input interrupt service. The service (Call Subroutine)
will be performed whenever the condition (input status) is satisfied, regardless of
the current program flow. This means that the system will continuously check the
sensor (input terminal) until a signal is received. Once the signal is received, the
program will abandon the command currently being executed and immediately
execute the command specified for this interrupt instead. The program will resume
from the point where it was interrupted as soon as the subroutine completes its
execution.
When working with the On Input Interrupt#_On command, you must also add
the following pair of commands to your program:
Disable Interrupt #_: This command causes the specified input interrupt
to become inactive.
Enable Interrupt#_: When an interrupt is disabled, it is disregarded until
this command reactivates it.
These two commands open the dialog box shown in Figure 13-3.
Figure 13-3
In the Input Number field, you should enter an input number, variable or the
word ALL.
Activities Book
0209
13-3

PROCEDURES
Task 13-1: Running RoboCell, Opening the 3D model File and Recording
Positions
The program will require the recording of 8 positions.
1
Use the viewing tools to clearly view the cell from a comfortable viewing
angle.
Using the Send to Object option, record position #1 as near the green
cylinders initial position such that closing the gripper would grip the
cylinder in the center of the its jaws.
Record position #11 as relative to position #1 with a Z-offset of +50 mm.
Teach position #2 as absolute [x = 250; y = -290; z = 95; p = -90; r=0].

This is the position on the conveyor at which the robot will initially place
the cylinder.
Teach position #3 as relative to position #2 with a Y-offset of +593 mm

and a roll of +45.
Position #3 is the point where the cylinder reaches the opposite end of the
conveyor and faces the sensor.
10 Teach position #13 as relative to position #3 with a Z-offset of +50 mm.

11 Record position #4 as the position for placing the cylinder on the template.
Hint: The easiest way to record the position would be to grip the cylinder
in the robots grippers and using the Send to Point option, place the
cylinder on the template.
12 Teach position #14 as relative to position #4 with a Z-offset of +50 mm.
13 Compare the XYZ positions you just recorded with those shown below.
Activities Book
0209
13-4

Figure 13-4

1
Try to do the programming yourself. The program should consist of the

following steps:
!
!
!
Define an interrupt. Whenever the sensor detects an object, the

program execution pointer will call the subroutine STOP.
Pick the cylinder (from position #1 and place it in position #2 while
moving through positions #11 and #12).
Start the conveyor (in plus direction) and move the TCP to position #13
(the gripper should be above the conveyor, next to the sensor).
Wait for the interrupt 30 seconds.
If the interrupt does not happen after 30 seconds, stop the conveyor
and end the program.
In case of an interrupt, disable the interrupt, stop the conveyor, order
the robot to pick the object and place it on the template, enable the
interrupt and stop the program execution.
The program is as follows:

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Activities Book
0209
Remark: ********************************
Remark: ACT13
Remark: More Programming with Conditional Branching
Remark: ********************************
On Input Interrupt 1 on call sub. STOP
Open Gripper
Close Gripper
Open Gripper
Start Conveyor axis 7 at speed 3 in Plus direction
Set Subroutine STOP
13-5

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Stop conveyor axis 7

Disable input Interrupt 1
STop conveyor axis 7
Close Gripper
Open Gripper
Enable input Interrupt 1

1
Save the file as USER13.
Simulate and run a single cycle of the program.

Q Remove the Disable input Interrupt 1 command from the program and run
it again.
Q Print the program (or copy it) and then draw lines that describe the
program flow.
Q Describe the robot response.
Q Give reasons for the robot response.
Q Describe the task of the Disable input Interrupt 1 command.
Activities Book
0209
Exit RoboCell.
13-6

ACADEMICS

Electronic Assembly Testing Technician
The following career opportunity was excerpted from the homepage of GEC
Alsthom Schilling Robotic Systems (http://www.schilling.com).
This position is responsible for the assembly, testing, and troubleshooting of
complex electronic SRS products.
ABOUT GEC ALSTHOM SCHILLING ROBOTIC SYSTEMS (SRS): Schilling
Robotic Systems (SRS) is a world leader in telerobotic technology for use in
extreme environments, and has earned an impeccable reputation for equipment
design and customer service. SRS is seeking the best and brightest people to
enhance an exciting product line of telerobotic manipulators and associated
hardware for use in subsea applications. SRS is the place where people and
machines work together to achieve practical engineering solutions through
quality, reliability, and exceptional customer service. SRS offers the security
of a company that was founded in 1985 in Davis, CA and joined the
GEC Alsthom group of companies in 1992. GEC Alsthom is one of the largest
industrial organizations in Europe and provides SRS access to development
laboratories and manufacturing facilities worldwide.
START DATE: Immediately.
KEY RESPONSIBILITIES:
Performs electronic assembly, setup, operation, testing, troubleshooting,
and reworking of product/prototype.
Works from complex schematics and assembly blueprints.

May prepare recommendations for improvements in methods or processes
to enhance productivity and quality.
QUALIFICATIONS:
Minimum of 2 years electronic assembly, testing, and troubleshooting
experience (5 years preferred).
Prefer experience with or certified in mil spec soldering.

Prefer leadership/supervisory experience.
Prefer test equipment development and implementation experience.
Prefer control system setup and operation experience.
KNOWLEDGE AND SKILLS REQUIRED:

Ability to read and understand blueprints and schematics.
Activities Book
0209
13-7

Proficiency in soldering.
Prefer PC skills.
COMPENSATION PACKAGE: SRS offers a competitive salary/benefit package

which includes:
Health, dental, and life insurance.
Flexible spending plan for child care and unreimbursed medical expenses.
Employer 401K.
FOR MORE INFORMATION ABOUT SRS: Visit us on the World Wide Web at
http://www.schilling.com .
http://www.schilling.com/jobs/eatt.html
Activities Book
0209
13-8

Activity 14
Advanced Use of Subroutines

OBJECTIVES
Use the SCORBASE command Interrupt in a program.
Use Labels and Variables in a program.
Use the If Jump command in a program.
Program the robot to simulate a sterilization process using a
Subroutine.
SKILLS
!

!
!
Write a program that includes loops, variables, and truth conditions

Program a variable whose value will change when a subroutine is
called by the input
Describe quality issues resulting from improper procedures.
MATERIALS
Activities Book
0209
14-1

OVERVIEW
Review of Subroutines
In Activity 12, you used a subroutine to control the robot actions. The
relationship between a program and its subroutine is shown in Figure 14-1.
Figure 14-1
Program execution starts from the first line of the program (the first
command). During program execution, commands are executed one after
the other in the order in which they appear. When the Call Subroutine
command is executed, the main program execution is halted and the
commands of the subroutine are then executed one after the other. At the
end of the subroutine, the Return command returns execution back to the
line following the Call command in the main program.
One of the great advantages of using a subroutine is that you can order the
robot to repeatedly perform the same set of commands without repetitious
programming. In the above example, the main program flow is
unidirectional (starting from the beginning of the program to its end).
Activities Book
0209
14-2

Advanced Use of Subroutines

In Activity 13, you used a Subroutine command to program a robotic cell
that sterilized products. The working procedure of the program was as
follows:
1
The robot placed the object requiring sterilization on a conveyor.
The conveyor was started, moving the object into the sterilizing
machine.
When the sterilization process was finished, the conveyor moved the
object out of the sterilizing machine. The object was then detected by a
sensor.
Following detection, the conveyor was stopped and the robot picked
the object and placed it on a template.
In the program from the previous activity, when the robot reached position
#13, the program execution paused until the sensor detected the object.
Upon detection, the program performed the subroutine. However, if the
object was not detected by the sensor, the program was terminated after a
30 second pause.
To prevent the termination of the program (if the object was not detected),
you will modify the program from Activity 13 by adding another
subroutine. Adding another subroutine is not without its problems,
however. After executing the subroutine commands, the program will
return to the Wait command and pause program execution for another 30
seconds. Reexecuting the Wait command is unnecessary and program
execution should terminate after the object has been placed on the
template.
To solve this problem, you will use a flag variable named STOP_LOOP.
When the robot reaches position #13, the program will set the value of this
variable to zero (flag is down) and wait three seconds (using the Wait
command). If after three seconds the value of STOP_LOOP is still zero,
the program will wait another three seconds and then recheck the value of
STOP_LOOP. This procedure will continue in an endless loop while the
value of STOP_LOOP is zero. In the case of an interrupt, the subroutine
will be called and it will set the value of STOP_LOOP to one.
Activities Book
0209
14-3

The If Jump Command

The If Jump command is a conditional jump command that is used to
check the value of variables. If the condition is true, program execution
will jump to the line that contains the specified Label. The command,
located in the Program Flow section of the Command List, opens the
dialog box shown in Figure 14-2.
Figure 14-2
The Set Variable Command

The Set Variable command allows you to assign a value or an expression
to a variable. In this activity, you will assign the variable STOP_LOOP
to the values 0 and 1.
The Set Variable command, located in the Program Flow section of the
Command List, opens the dialog box shown in Figure 14-3.
Figure 14-3
Activities Book
0209
14-4

PROCEDURES
Task 14-1: Running RoboCell, Opening the 3D model File and Loading
the Positions and Program
This activity requires the same positions recorded in Activity 13, and much
of the program is similar, as well. To avoid the tedious rerecording of the
positions, you can simply load the file saved at the end of Activity 13
(containing the program and positions) and save it under a new name. Then
use the cut and paste tools to make the necessary changes in the program.
1
Turn on the computer and run RoboCell software.
Open the program and positions file USER13, which you saved in the
previous activity.
Now save the file under the new name USER14.
The program you will write is almost the same as in the previous
activity:
!
Enable interrupt.
Pick the cylinder and place it on the conveyor.
Start the conveyor and move to position #13.
Wait for the interrupt signal.
!
!
When the interrupt is executed, call a subroutine that will stop the
conveyor.
Immediately return to the main program.
Pick the object from its position on the conveyor where it faces the
sensor.
Place it on the template.
When you finish (or give up), compare your program with the
following:
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Activities Book
0209
Remark: *************************************
Remark: ACT14
Remark: Advanced Use of Subroutines
Remark: *************************************
On Input Interrupt 1 on call sub. STOP
Open Gripper
Close Gripper
14-5

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Open Gripper
Start Conveyor axis 7 at speed 3 in Plus direction
Set Variable STOP_LOOP = 0
WAIT:
IF STOP_LOOP==1 jump to CONTINUE
Jump to WAIT
CONTINUE:
Close Gripper
Open Gripper
Set Subroutine STOP
STop conveyor axis 7
Set Variable STOP_LOOP = 1

1
Save the program and positions file as USER14.

Q Modify the program you wrote in this activity as follows.
!
Change the conveyor speed to fast (speed #10)
Set the speed of the robot movement to position #13 to slow (speed 1).
Q Run the modified program.

Q What happened?
Q Give reasons why you think this happened and suggest a way to
correct this bug.

Activities Book
0209
Exit RoboCell.
14-6

Activity 15
Conclusion
OBJECTIVES
Measure your knowledge of robotics.
Design, program and simulate a robotic application.
SKILLS
!

!
Program the robot to stack two cylinders on the table at a given

location.
Program the robot to stack two cubes on the table at a given
location.
Program the robot to stack two prisms on the table at a given
location.
Use problem-solving skills to solve design challenges.
MATERIALS
Post-Test and Post-Test Answer Sheet
Activities Book
0209
15-1

OVERVIEW
Post-Test
This activity concludes the Robotics and Materials Handling 2 tekLINK.
The test you will now take will measure your knowledge and skills in the
field of robotics.
Take the Post-Test according to your teachers instructions. Allow 30
minutes for the test.
When you have finished the test, hand it in to your teacher.
Final Projects
The final projects in this activity are designed to demonstrate various
properties of 3-dimensional space. The first project will not be difficult but
the second and third will be more challenging. Do as many of the projects
as time allows.
PROCEDURES
Task 15-1: Final Projects
Do as many of the following projects as you can in the time that remains:
1
Load the 3D model file ACT15A.3DC in which two cylinders (height

= 35 mm) are placed on a table.
Program the robot to stack the cylinders on the table at (220,0). Note
that the cylinders contact areas should overlap.
Save the program and positions in file USER15A.
Load 3D model file ACT15B.3DC. This cell is similar to the first cell
except that the cylinders were replaced with cubes (height = 35 mm).
By using the Show Object Positions options, you can see the cubes are
placed exactly in the same positions where the cylinders were.
Program the robot to stack the cubes on the table at (220,0). Note that
the cubes contact area should overlap.
Hint: Modify the program you just wrote.
Save the program and positions in file USER15B.
Activities Book
0209
Load the 3D model file ACT15C.3DC. This cell is also similar to the
two previous cells except that the cylinders/cubes were replaced with
two prisms (height = 35 mm; length = 35 mm; width = 50 mm). The
prisms are placed exactly where the cylinders/cubes were.
15-2

Program the robot to stack the prisms on the table at (220,0). Note that
the prisms contact area should overlap.
Hint: Modify the program that you just wrote.
Save the program and positions in file USER15C.
Activities Book
0209
Exit RoboCell.
15-3


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tekLINK

R OBOTICS AND MATERIALS

Student Activities Book

Catalog #100356 Rev.01

Copyright 2002 Intelitek Inc.

Getting Started............................................................................................... 1-1

Recording XYZ Positions .............................................................................. 2-1

Programming a Continuous Cycle ............................................................... 3-1

Robotics and Materials Handling 2

Procedures ................................................................................................................ 3-2

Recording Positions by Sending the Robot to Objects .............................. 4-1

Defining Roll and Pitch Axes ........................................................................ 5-1

Recording Relative Positions ....................................................................... 6-1

Robotics and Materials Handling 2

Absolute and Relative Positions .................................................................... 6-2

Recording More Relative Positions .............................................................. 7-1

Recording Positions for Peripheral Devices................................................ 8-1

Recording Positions Using Encoder Values................................................ 9-1

Robotics and Materials Handling 2

Overview .................................................................................................................. 9-3

Programming the Robot to Execute Linear Movements ............................10-1

Programming the Robot to Execute Circular Movements .........................11-1

Programming with Subroutines...................................................................12-1

Robotics and Materials Handling 2

Skills ....................................................................................................................... 12-1

More Programming with Conditional Branching........................................13-1

Advanced Use of Subroutines .....................................................................14-1

Robotics and Materials Handling 2

Robotics and Materials Handling 2

About this Activities Book

Objectives are the goals you will achieve.

SCANS Skills are the competencies you will develop.

Robotics and Materials Handling 2

Robotics and Materials Handling 2

Operate lab equipment according to safety regulations.

Identify historical development of robotics technology.

Occupational & Technical:

Run a sample robotics simulation program.

Adjust the views of the robot workcell.

Robotics and Materials Handling 2

The Robotics and Materials Handling 2 tekLINK

operation and have the same name with different extensions.

cell. After loading a 3D model file, the 3D Image window shows a

The RoboCell 3D Image Window

the center of the image.

right mouse button and moving it forward or backward.

Robotics and Materials Handling 2

mouse button and moving it to the right/left.

the viewing angle of the image.

Immediately stops program execution and

Opens a new, untitled project.

Opens an existing project.

Saves the currently active project.

Executes the selected (highlighted) program

Executes the program from the selected

Robotics and Materials Handling 2

Executes the program from the selected

Search Home for all axes

Enables servo control of the axes.

Disables servo control of the axes. When

Stops program execution after the current line

Opens the Charts window

Displays list of commands and options at